Indiana educators have begun pushing back against a plan to dramatically reconfigure the state’s high-school diploma requirements. Will it matter? We could know this week.
The State Board of Education will meet Tuesday and Wednesday to consider “graduation pathways” that students follow to earn a diploma. The proposal comes from the Graduation Pathways Panel, created by 2017 legislation, which met nine times from August until November.
The panel’s recommendations would require students to not only complete high-school credit requirements but to demonstrate “postsecondary-ready competencies” and “employability skills” by clearing a set of barriers, such as passing tests, earning college credits or completing internships.
Indiana appears to be in the vanguard when it comes to adopting “graduation pathways” that students can follow to earn a high-school diploma. But two states, Colorado and Ohio, have gone farther down this path. What could we learn from their experience?
In Colorado, lawmakers approved legislation in 2007 calling for a redesign of graduation requirements. Ten years later, it’s starting to implement a system in which schools can choose from a menu of options for earning a diploma. The new system takes effect with this year’s ninth-graders.
Colorado developed its graduation guidelines through a process that included nearly 50 stakeholder meetings across the state, in-depth conversations with most school superintendents, working groups with 300-plus representatives and two years of statewide discussion.
Ohio, by contrast, moved quickly to a system in which students could graduate by earning points on high-school end-of-course assessments, getting a “remediation-free” score on the SAT or ACT exam or acquiring industry or workforce credentials. It was supposed to take effect with this year’s seniors.
But the state changed course when officials realized many students weren’t going to meet the requirements, said Ken Baker, executive director of the Ohio Secondary School Administrators Association. For the class of 2018 only, it added pathways that students could use to graduate.
You’ve heard of Lake Wobegon, where all the children are above average. Welcome to Indiana, where the children need to be average or above to earn a high-school diploma.
That may be where we’re heading with the recommendations approved Tuesday by the Graduation Pathways Panel and sent to the State Board of Education for consideration. The board could approve the recommendations – a significant change in what it takes to earn a diploma – on Dec. 6.
Panel members say their plan will expand access by creating more pathways that students can follow to graduate. What they don’t say is that each pathway includes barriers that could prevent some students from reaching the goal.
- Students can qualify via the SAT or ACT exam, but only if their scores meet “college-ready benchmarks,” nearly the average for college-bound test takers.
- They can qualify by getting a passing score on a military enlistment test, but today’s all-volunteer military doesn’t admit just anyone.
- They can qualify by passing at least three dual-credit, Advanced Placement or International Baccalaureate courses, but they need at least a C grade.
A panel of unelected officials is making significant changes in what it takes to graduate from high school in Indiana. The process, initiated by the legislature six months ago, could wrap up in December. Yet it is getting little public attention.
If recommendations from the Graduation Pathways Panel are approved by the State Board of Education, no longer will students be able to earn a diploma by completing the required high-school credits and passing “end-of-course assessments” for algebra and 10th-grade English.
They will still have to earn the credits. But in place of tests, they will have to show they are “college and career ready” and have chalked up “applied learning experiences.” The former can include receiving a respectable score on the SAT or ACT test, completing industry apprenticeships or certifications, or earning advanced-placement credits. The latter can be after-school jobs, service-learning or project-based learning.
The new rules would take effect for students who are high-school freshmen in 2018-19.
The 14-member Graduation Pathways Panel has met from late summer through the fall. The schedule calls for it to finalize its recommendations Nov. 7. Then the State Board of Education could approve the pathways in December. Continue reading