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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
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
FullText Text:
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  Data: The Risks of Relying on IGCs in Texas High Schools. Policy Brief. No. 5
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  Data: <searchLink fieldCode="AR" term="%22J%2E+Jacob+Kirksey%22">J. Jacob Kirksey</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+Tech+University+%28TTU%29%2C+Center+for+Innovative+Research+in+Change%2C+Leadership%2C+and+Education+%28CIRCLE%29%22">Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE)</searchLink>
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  Data: 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
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  Data: 4
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  Data: Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Graduation%22">Graduation</searchLink><br /><searchLink fieldCode="DE" term="%22Committees%22">Committees</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Requirements%22">Graduation Requirements</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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      – Text: English
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      Pagination:
        PageCount: 4
    Subjects:
      – SubjectFull: Graduation
        Type: general
      – SubjectFull: Committees
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Academic Failure
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      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Graduation Requirements
        Type: general
      – SubjectFull: High School Graduates
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Texas
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      – TitleFull: The Risks of Relying on IGCs in Texas High Schools. Policy Brief. No. 5
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              Y: 2025
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