Imagine it’s 2028, and New York State has implemented new graduation requirements. Students no longer need to pass traditional exams in English, math, history and science to graduate. Instead, they have multiple pathways to earn their diplomas.
This plot isn’t from Star Trek. New York State is on the brink of implementing major changes in high school graduation requirements. In May, the state Department of Education rolled out the “PLAN Pilot” project, which encompasses 23 schools across the regions, ranging from middle school to high school and BOCES programs. Schools in Niagara County are not involved in the pilot project.
Implementing the pilot project and abolishing the Regents diploma are not planned for the immediate future. The objective is to investigate alternative approaches for evaluating student achievement in addition to traditional Regents exams.
Currently, students earn their diplomas by passing exams in English, math, history and science. Under the new plan, students could also qualify for a diploma through alternatives such as an occupational certificate or public service. The Board of Regents, a 17-member panel, will decide on the changes.
Despite being widely endorsed by educators and school administrators, this concept carries risks for students, employers and college admission counselors.
Picture Alex and Jordan, both high school graduates, vying for an entry-level marketing assistant post. The job requires creativity, basic marketing knowledge, and the ability to analyze market trends.
Alex graduated from high school with a Regents diploma. Alex’s diploma shows proficiency in English, math history, and science. Alex was the editor of the school newspaper and a member of the theater club, but lacks formal marketing experience.
Jordan earned their high school diploma through an occupational certificate in digital marketing. The program covered courses on social media marketing, search engine optimization and data analytics. Jordan completed a graphic design project for graduation and volunteered with a local political campaign, creating visuals for social media, emails, and internet ads using design software.
The hiring manager at the advertising firm reviews the resumes of both candidates and must decide which one is a better fit for the role. Alex’s diploma shows a solid academic background, but no marketing experience. Jordan’s certificate prioritizes practical skills and projects in digital marketing over traditional academic accreditation.
Alex’s strong academic background might suggest better analytical and theoretical skills, while Jordan’s hands-on experience directly relates to the job but may raise concerns about their overall academic preparedness.
If diplomas represent varying levels of achievement, it will become increasingly difficult for employers to gauge a candidate’s qualifications accurately. This inconsistency could lead to a mismatch between job requirements and employee skills, ultimately affecting productivity and efficiency in the workplace.
Here is another scenario. Taylor is a high school senior excited about applying to colleges. Taylor’s school offers both traditional Regents diplomas and alternative pathways. Taylor opted for an occupational certificate in digital marketing, completing an internship with a graphic design agency and a performance-based individual project. Now, as Taylor prepares college applications, uncertainty looms. Taylor’s parents worry about how admissions officers evaluate different graduation pathways. The school counselor notes that some colleges accept the new system, while others prefer traditional academic benchmarks.
At a college fair, Taylor receives mixed feedback: one college values hands-on experience for their business program, while another is concerned about the lack of standardized test scores and academic preparedness.
Morgan, Taylor’s classmate, opted for the traditional Regents diploma, making the application process a bit simpler. Colleges widely accept standardized test scores as indicators of college readiness.
These scenarios illustrate the different experiences students may encounter under New York’s proposed new graduation requirements. Students choosing alternative pathways might face greater uncertainty during the job-seeking or college application processes, whereas those with recognized academic credentials may have a more direct and straightforward experience.
Employers need clear and consistent benchmarks to make informed hiring decisions. The lack of uniform standards in graduation pathways could complicate the process, potentially leading to hiring biases or overlooking qualified candidates.
Colleges are already facing challenges regarding the academic readiness of incoming students. The diverse high school diploma options might lead some colleges to develop their own academic attainment track system. Colleges anticipate a level of proficiency in core subjects to determine whether students are prepared for college-level work.
Varying graduation requirements could add confusion to hiring practices in workforce development and college application process. Different criteria and assessments may create uncertainty about what employers and colleges expect, adding stress to an already complex process.
The Board of Regents should solicit feedback from a range of stakeholders, including hiring managers, admission officers, parents and college presidents, regarding any proposed changes. This approach will enable employers and educational institutions to accurately assess candidates’ competencies across diverse educational backgrounds, considering both academic excellence and practical skills.