Graduation Requirements
in
New York State
www.engageNY.org
Current NYS Requirements
Content Area
DRAFT
Regents Diploma¹
Regents Diploma w/Advanced
Designation¹
Mathematics
3
3
English
4
4
Science
3
3
Social Studies
4
4
0.5
0.5
Arts
1
1
Languages Other Than English
(LOTE)³
1
1
Physical Education
2
2
Sequence Courses/Electives
3.5
3.5
Total Credits
22
22
Regents Exams
5
7, 8 or 9
(1 Math, 1 ELA, 1 Science, 2
SS)
(At least 2 Math, 1 ELA, at least 2 Sciences,
2 SS)
Health
Score of 65 or above for general
education students and 55 or
above for SwD²
¹An Honors Designation is applicable for students earning an average of 90 on all required exams
²The current safety net for students with disabilities. An additional compensatory option safety net is being considered.
³Must pass a locally developed second language proficiency exam to earn credit
www.engageNY.org
2
Cohort Graduates
DRAFT
Under Current NYS Requirements
Cohort
Regents
Diploma
with
Advanced
Designation
Regents
Diploma
Local
Diploma
IEP
Diploma
2007
68,380
80,689
16,110
2,922
2006
69,394
74,866
20,805
3,390
2005
67,482
70,593
23,429
3,728
www.engageNY.org
3
College Remediation Rates
Is the Current Model Meeting Our Expectations?
DRAFT
NYS Fall 2009 to Fall 2010
Persistence of Full-time first-time Students
By Number of Remedial courses Taken
100%
80%
Associate Programs
66%
Bachelor Programs
83%
70%
59%
56%
70%
55%
65%
60%
40%
20%
0%
0
1
2
3+
0
1
2
3+
45% of students in Associate Degree programs who
take 3+ remedial courses do not continue their college
education
www.engageNY.org
4
Current Credential Types
DRAFT
Credential Type: Local Diploma
Available to³:
Students with a
Disabilities
Credits:
22
Assessments: (Score of 55-64 on one or
more¹)
5² – ELA; Math; Science; Global History and
Geography; US History and Government
¹The current safety net for SWDs. An additional
compensatory option safety net is being considered
²Students entering Grade 9 prior to 2011 may pass the RCT
in lieu of passing a Regents Exam in that subject
³The local diploma option for general education students
was phased out over 5 years. Students in the 2007 cohort
(class of 2011), for example, had to pass 4 exams with a 65
and 1 with a 55-64 whereas students in the 2008 cohort
(class of 2012) had to pass all exams at 65 or above.
Credential Type: Local Diploma Through Appeals Process
Available to:
All Students
Credits:
22
Assessments: (Score of 65 or above on three; Score of 6264 for which an appeal is granted)
5 – ELA; Math; Science; Global History and
Geography; US History and Government
www.engageNY.org
5
Local Diploma
DRAFT
Raising the Level of Rigor
While the Local Diploma remains available for Students with Disabilities, it
has been phased out over 5 cohorts for General Education Students¹
Graduation Requirements
Cohort
Number of Regents Exams
with Scores at 65 or Above²
2005
2 or more
2006
3 or more
2007
4 or more
2008
5 or more
¹The local diploma is only available to general education students through an appeals process wherein a student must score
a 65 or above on three assessments and score a 62-64 on the assessments for which they seek an appeal
²Students with a disability entering Grade 9 prior to 2011 who pass the RCT in lieu of passing a Regents Exam in that
subject will earn a local diploma
www.engageNY.org
5
Current Credential Types
DRAFT
Credential Type: CTE Technical Endorsement
Available to:
All Students
Requirements:
Regents Diploma Requirements OR Regents Diploma with Advanced
Designation
AND
Complete a CTE Approved Program and Pass an Associated
Technical Assessment
Credential Type: Regents with Advanced Designation Mastery in Science or
Mathematics
Available to:
All Students entering
Grade 9 in 2009 and
beyond
Requirements:
Regents with Advanced Designation Requirements
AND
Score of an 85 on three Commencement Level Regents Exams in
Mathematics AND/OR three Commencement Level Regents Exams
in Science
www.engageNY.org
7
Current Credential Types
DRAFT
Credential Type: Individualized Education Program (IEP) Diploma
Available to:
Students with Disabilities
exiting school prior to
June 30, 2013
Student must have attended
school or received a
substantially equivalent
education elsewhere for at
least 12 years, excluding
Kindergarten, OR completed
the school year in which he/she
has attained the age of 21.
Requirements:
Credits are not specified
Assessments are not specified
Determined by the student’s achievement of the educational goals
based upon the appropriate level of learning standards as outlined
in the student’s Individualized Education Program (IEP)
The IEP diploma is not considered a regular high school diploma.
Students who earn an IEP diploma may continue in school until the
end of the school year in which they turn 21 or until they earn a
regular high school diploma (whichever occurs first)
www.engageNY.org
8
Current Credential Types
DRAFT
Credential Type: Skills and Achievement Commencement Credential for
Students with Severe Disabilities
Available to:
Effective July 1, 2013;
Students with Severe
Disabilities
Student must have attended
school or received a
substantially equivalent
education elsewhere for at
least 12 years, excluding
Kindergarten, OR completed
the school year in which
he/she has attained the age of
21.
Requirements:
Credits are not specified
Assessment – New York State Alternate Assessment
(NYSAA)
Issued with a summary of the student’s academic
achievement and functional performance (federally
required Student Exit Summary), including the student’s
level of achievement and independence for each of the
Career Development and Occupational Studies (CDOS)
learning standards, academic skills, and the student’s
strengths and interests
www.engageNY.org
9
Possible Credential Type
DRAFT
Credential Type: Proposed Alternate Credential for Other Students with Disabilities
Who Cannot Earn and Regular Diploma
Available to:
Students with
Disabilities who
cannot achieve a
Regular Diploma
because of his/her
Disability*
Student must have attended
school or received a substantially
equivalent education elsewhere
for at least 12 years, excluding
Kindergarten, OR completed the
school year in which he/she has
attained the age of 21.
* This proposed credential may
be issued to students with
disabilities as a supplement to a
regular diploma
Proposed Requirements:
Instruction: Completion of TBD number of hours of
courses/activities related to career awareness, exploration
and preparation
Career Planning: Students must complete a Career Plan,
with documentation of verification of completion
Documentation: Issued together with a summary of the
student’s academic achievement and functional
performance (federally required Student Exit Summary),
which may include documentation of achievement for each
of the Career Development and Occupational Studies
(CDOS) learning standards, academic skills, and the
student’s strengths and interests
www.engageNY.org
10
DRAFT
Possible Change in Course Requirements
Social Studies Course Requirements: Proposed division of Global History and
Geography into two units of study with two separate exams
Available to:
All Students, TBD
Proposed Requirements:
Commissioner’s regulations would be amended to require
two units of study in Global History and Geography
Proposed First Unit of Study: This course will provide
students with foundational skills in Economics, Geography,
World History, and Civics. This unit of study would
culminate in an end-of-course exam (a Regents exam,
pending availability of funding)
Proposed Second Unit of Study: This course would build on
the foundation to enable students to become critical
thinkers and access content by examining cross-cultural
themes and patterns during modern times. This second
unit of study would culminate in a Regents exam that is
required for graduation and reflects college- and careerreadiness.
www.engageNY.org
11
CTE Assessment Review
DRAFT
The Chancellor’s Panel on CTE Assessment Alignment
1. Led by researchers at Cornell University, an expert advisory panel
of 6-8 experts will be convened to support the review ~25 national
CTE assessments
2. Review will include:
a. Nomination of existing occupational assessment instruments;
b. Recommendation of criteria and procedures for determining
the suitability of nominated instruments;
c. Analysis of nominations against the criteria;
d. Reaching consensus on a list of approved instruments and the
explanations for the choices
PARCC
3. At the conclusion of the review, the research team will provide
recommendations to the Content Advisory Panel
4. Recommend next steps to the Board of Regents
www.engageNY.org
12
CTE Content Advisory Panel
Recommendations on the Future of the Pathway
DRAFT
1. Review the current standards, content areas, and clusters to determine if they are
best aligned with college and career readiness preparation
2. Review the current CTE approval process to determine:
a. Rigorous programs align programs with college and career readiness
preparation
b. Incentives for districts to seek approval
c. Sustainability given staff size constraints and number of programs
3. Identify, develop, and clearly articulate CTE program options (including
assessments) for grades 6-8 which prepare students for entry into a full CTE
program in 9th grade; that allow for credit accumulation in grades 7 and 8; and that
allow for acceleration for students in 8th grade
4. Develop a process and timeline for increasing integrated courses in specifically
grades 9 and 10 and across grades 9-12
5. Recommend specific course sequences for specific strands
PARCC a proposal that allows students to take industry-based assessments in the
6. Develop
junior year of a CTE sequence, thereby allowing the senior year to be used for
internships and structured work experiences
7. Review current certification requirements to determine need for new areas and/or
flexibility in current areas
8. Recommend next steps to the Board of Regents
www.engageNY.org
13
Existing Pathways
Moving Towards a Competency-Based Model
DRAFT
Seat time requirements do not apply to the following:
•
Independent Study
• 3 elective credits
•
Credit by Exam
• 6 core credits
•
Blended and Fully Online Courses
• No credit restrictions
• Must follow guidelines in regulation including:
• Instruction is delivered by and/or under the direction/
supervision of a New York State teacher, certified in the
subject area for which credit will be awarded and trained to
teach in the online environment;
• Opportunities are provided for regular and substantive
interaction between the student and the teacher;
• Course is academically rigorous and aligned to the New York
State commencement level learning standards
•
Performance-Based Arts Credits
• 1 credit
www.engageNY.org