The Risks of Relying on IGCs in Texas High Schools. Policy Brief. No. 5
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| Title: | The Risks of Relying on IGCs in Texas High Schools. Policy Brief. No. 5 |
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| Language: | English |
| Authors: | J. Jacob Kirksey, Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE) |
| Source: | Center for Innovative Research in Change, Leadership, and Education. 2025. |
| Availability: | Center for Innovative Research in Change, Leadership, and Education. Texas Tech University, College of Education, 3002 18th Street, Room 168, Lubbock, TX 79409. Tel: 806-834-2923; e-mail: circle.educ@ttu.edu; Web site: https://hdl.handle.net/2346/88837 |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Graduation, Committees, Standardized Tests, Academic Failure, Achievement Tests, Graduation Requirements, High School Graduates, Public Schools, Bilingual Students, Outcomes of Education, Disproportionate Representation |
| Geographic Terms: | Texas |
| Abstract: | This policy brief examines the long-term outcomes of Texas high school students who graduated via the Individual Graduation Committee (IGC) pathway, a mechanism that permits graduation for students who fail one or two End-of-Course (EOC) standardized exams. Drawing on a matched comparison of students who narrowly failed versus narrowly passed their EOCs, the study finds that IGC graduates are substantially less likely to enroll in or complete postsecondary education and earn lower wages six years after high school. These negative effects are most pronounced among non-emergent bilingual students. However, emergent bilingual students who entered the workforce directly after graduating with an IGC exhibited modest wage advantages relative to their peers. Given these findings, the brief recommends tightening oversight of IGC usage, limiting its application--particularly for non-EB students--and investing in earlier academic interventions to reduce reliance on this pathway. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675120 |
| Database: | ERIC |
| Abstract: | This policy brief examines the long-term outcomes of Texas high school students who graduated via the Individual Graduation Committee (IGC) pathway, a mechanism that permits graduation for students who fail one or two End-of-Course (EOC) standardized exams. Drawing on a matched comparison of students who narrowly failed versus narrowly passed their EOCs, the study finds that IGC graduates are substantially less likely to enroll in or complete postsecondary education and earn lower wages six years after high school. These negative effects are most pronounced among non-emergent bilingual students. However, emergent bilingual students who entered the workforce directly after graduating with an IGC exhibited modest wage advantages relative to their peers. Given these findings, the brief recommends tightening oversight of IGC usage, limiting its application--particularly for non-EB students--and investing in earlier academic interventions to reduce reliance on this pathway. |
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