The study surveyed the 50 states and the District of Columbia to identify current state policies that regulate graduation requirements and to determine how these policies have been applied to programs for high school special education students. Survey results produced four major findings: (1) all but three states have legislation or state board of education policies regulating minimum graduation units; (2) 36 states reported that they have raised academic unit requirements since 1975; (3) most of the states with increased unit requirements reported that these policies are still being phased in, thus indicating that their full implications for special education students are unknown; and (4) 30 states reported having a minimum competency program, 15 of which determined students' exit documents by their scores on a minimum competency test. Implications for special education students include the following: the emphasis on academic subjects stressed content which may not be relevant to some special education students; special education students who complete goals of the Individualized Education Plans (IEPs) may be differentiated from the norm group by a differential diploma or certificate. Such differential diplomas may preclude or negatively affect postsecondary education and employment opportunities. Recommendations for developing state level policies that balance the concerns of appropriate education and equal opportunity are presented. (DB)