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Graduation Requirements in

New York State


Content Area Regents Diploma¹ Regents Diploma w/Advanced Designation¹

Mathematics 3 3

English 4 4

Science 3 3

Social Studies 4 4

Health 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 Score of 65 or above for

general education students and 55 or above for SwD²

5 (1 Math, 1 ELA, 1 Science,

2 SS)

7, 8 or 9(At least 2 Math, 1 ELA, at least 2

Sciences, 2 SS)

¹An Honors Designation is applicable for students earning an average of 90 on all required exams²The 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

Current NYS Requirements

2

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Cohort GraduatesUnder Current NYS Requirements

3

Cohort Regents Diploma

with Advanced Designatio

n

Regents Diploma

LocalDiploma

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

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College Remediation RatesIs the Current Model Meeting Our Expectations?

4

45% of students in Associate Degree programs who take 3+ remedial courses do not continue

their college education

66% 59% 56% 55%

83%

70% 70%65%

0%

20%

40%

60%

80%

100%

0 1 2 3+ 0 1 2 3+

NYS Fall 2009 to Fall 2010 Persistence of Full-time first-time Students

By Number of Remedial courses Taken

Associate Programs Bachelor Programs

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Current Credential Types

5

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 considered²Students entering Grade 9 prior to 2011 may pass the RCT in lieu of passing a Regents Exam in that subject³The 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 62-64 for which an appeal is granted)

5 – ELA; Math; Science; Global History and Geography; US History and Government

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Local DiplomaRaising 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

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

5

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

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7

Credential Type: CTE Technical Endorsement

Available to:All Students

Requirements:Regents Diploma Requirements OR Regents Diploma with Advanced Designation

ANDComplete 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

ANDScore of an 85 on three Commencement Level Regents Exams in Mathematics AND/OR three Commencement Level Regents Exams in Science

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8

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)

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9

Credential Type: Skills and Achievement Commencement Credential for Students with Severe Disabilities

Available to:Effective July 1, 2013; Students with Severe Disabilities


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

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Possible Credential Type

10

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*


* 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

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Possible Change in Course Requirements

11

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 career-readiness.

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CTE Assessment ReviewThe Chancellor’s Panel on CTE Assessment Alignment

12

PARCC

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

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

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CTE Content Advisory PanelRecommendations on the Future of the Pathway

13

PARCC

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

preparationb. Incentives for districts to seek approvalc. 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 strands6. Develop a proposal that allows students to take industry-based

assessments in the 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

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Existing PathwaysMoving Towards a Competency-Based ModelSeat 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

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