Current Graduation Requirements in NYS

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Current Graduation Requirements

in NYS


Content Area Regents Diploma¹ Regents Diploma w/Advanced Designation¹

Mathematics 3 3

English 4 4

Science 3 2

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 gen

ed students and 55 or above for SWDs²

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 SWDs. Additional components including the compensatory model are being

considered³Must 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

Designation

Regents Diploma

IEP Diploma

2007 68,380 80,689 2,922

2006 69,394 74,866 3,390

2005 67,482 70,593 3,728

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Current Graduation Requirements

4

Credential Type: Local Diploma

Available to³:Students with a Disability (SWD)

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. Additional components including the compensatory model are being considered²Students entering Grade 9 in 2010 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 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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Current Credential Types

6

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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7

Credential Type: Individualized Education Program (IEP) Diploma

Available to:Students with a Disability exiting school prior to 2013-2014*

*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 does not result in access to college or the military and does not represent any recognized level of achievement of the learning standards.

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8

Credential Type: Skills and Achievement Commencement Credential

Available to:Beginning in 2013-2014; Students with a Severe Disability*


Requirements:Credits are not specified

Assessments – New York State Alternate Assessment (NYSAA)

Issued with documentation of the student’s level of career achievement in the Career Development and Occupational Studies (CDOS) learning standards, academic skills, the student’s strengths and interests

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9

Credential Type: Career and Work Skills Credential

Available to:All Students as a Supplement to a Regular Diploma; Students with a Disability who cannot achieve a Regular Diploma because of His/Her Disability*


Requirements:Completion of a NYS Commencement Career Plan and a minimum number of hours (e.g. 90) throughout a student’s High School experience in courses/activities related to career awareness, exploration and preparation (which could include community and volunteer experiences)Optional Assessments – A National Work Readiness Assessment

Currently under consideration by the Board of RegentsCurrently under consideration by the Board of Regents

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Outcomes Under the Current Model

Our Challenge Graduating All Students College & Career Ready

New York's 4-year high school graduation rate is 74% for All StudentsHowever, the gaps are disturbing

June 2011 Graduation Rate

Graduation under Current Requirements Calculated College and Career Ready*

% Graduating % Graduating

All Students 74.0 All Students 34.7

American Indian 59.6 American Indian 16.8

Asian/Pacific Islander 82.4 Asian/Pacific Islander 55.9

Black 58.4 Black 11.5

Hispanic 58.0 Hispanic 14.5

White 85.1 White 48.1

English Language Learners 38.2 English Language Learners 6.5

Students with Disabilities 44.6 Students with Disabilities 4.4

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.Source: NYSED Office of Information and Reporting Services

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College Remediation RatesIs the Current Model Meeting Our Expectations?

12

New York State First-Time Students Taking Remedial Coursework

By Type of Institution, 1998-2009

27.2%

49.3%

12.3%

0%

20%

40%

60%

80%

100%

4-Year & 2-Year 2-Year 4-Year

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

Year

2-Year Institutions

4-Year InstitutionsAll Institutions

The trend for students in 2 year programs needing remedial courses is increasing

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College Remediation RatesIs the Current Model Meeting Our Expectations?

13

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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College GraduatesAre we graduating what the market requires?

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Nearly half of all new jobs created by 2018 will go to those with an Associates Degree or Occupational

CertificateSource: Symonds, William C., Robert Schwartz, and Ronald F. Ferguson. 2011. Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Cambridge, MA: Pathways to Prosperity Project, Harvard University Graduate School of Education.

Degrees Awarded in New York State 2002-03 to 2009-10

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Total 232,684 269,078

Source: NYSED< Office of Research and Information Systems, 6/2012.

Baccalaureate

Master's

Associate

First Prof Doctoral

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Credit and Assessment Requirements in Florida, Massachusetts and New

Jersey


MINIMUM Graduation Course Requirements in Mathematics for PARCC Consortium Members

16

State Credits Require

d

Course Required Assessment Required

Number of Types

of Diplomas Offered

Florida 4 Algebra I; Geometry; Algebra II or a series of courses equivalent to

Algebra II as approved by the SBE

Phased in for cohort entering in SY 2012-2013

Algebra I Cohort entering in

SY 2011-2012 must pass

GeometryCohort entering in SY12-13 must pass

3

New Jersey 3 Algebra I Effective with 2008-2009 Grade 9 class

Geometry Effective with 2010-2011 Grade 9 class

A third year of Math that builds on Algebra /

Geometry and prepares students for college and

21st century careersEffective with 2012-2013 Grade 9 class

All Students take the HSPA;

Algebra 1 Assessment was optional

in 2012

1

Massachusetts

Locally Determine

d

Algebra 1 and Geometry are assumed but not explicitly

required as all course determinations are made at

the local level

MCAS 10(Covers Algebra with

some Geometry)

1

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MINIMUM Graduation Course Requirements in English Language Arts for PARCC Consortium Members

17

State Credits Require

d

Course Required Assessment Required

Number of Types

of Diplomas Offered

Florida 4 Courses must include major concentration in

Composition, Reading for Information, and Literature

Grade 10 FCAT 2.0, Reading

First required with Cohort entering in

SY 2009-10

3

New Jersey 4 Aligned to Grade 9 – 12 standards

Beginning with students entering Grade 9 in SY 2009-10

All Students take the HSPA, Language Arts

Literacy in Grade 11

(Covers Reading and

Writing)

1

Massachusetts

Locally Determine

d

MassCore recommends four years of English but courses are not explicitly required

as all course determinations are made at the local level

MCAS 10

(Covers Composition, Reading and Literature)

1

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Career and Technical Education

Current Standards, Content and Policies


CDOS Standards (1996)The Foundation of CTE Programs

1. Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, abilities and aptitudes to future career decisions.

2. Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

3a. Universal Foundation Skills (SCANS): Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

3b. Career Majors: Students who choose a career major will acquire the career specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

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CTE Content Areas

• Agricultural Education • Plant Science; Animal Husbandry; and Natural Resource Management

• Business and Marketing Education• Finance; Marketing; Managing; and Accounting

• Family and Consumer Sciences Education• Human Services; Food and Nutrition; Textiles and Design; and Family Studies

• Health Occupations Education• Medical Assisting; Nursing; EMT; Home Health Assistance; and Dental Assistance

• Technology Education• Manufacturing; Information and Communication; Transportation Systems; and Energy Systems

• Trade, Technical, and Industrial Education• Construction; Manufacturing; Cosmetology; Information Technology; and Mechanics

Based on the CDOS Learning Standards, these 6 content areas are the basis for the 16 nationally recognized Career Cluster groups

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Career Clusters

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Career Clusters 2011 Statewide EnrollmentAgriculture, Food, and Natural Resources 2,535

Architecture and Construction 4,512

Arts, A/V Technology, and Communications 11,076

Business Management and Administration 13,741

Education and Training 693

Finance 676

Government and Public Administration 117

Health Sciences 6,897

Hospitality and Tourism 4,858

Human Services 3,879

Information Technology 12,518

Law, Public Safety, Corrections, and Security 7,127

Manufacturing 7,940

Marketing 4,823

Science, Technology, Engineering, and Mathematics

13,559

Transportation, Distribution, and Logistics 6,795

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CTE Program Approval ProcessBased on the Board of Regents Nationally Recognized Plan

22

Self Study: An Opportunity To Evaluate CTE Programs

• Input from various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, and Students)• Analysis of curriculum for alignment and rigor• Prepare application materials

External Review: An Opportunity To Evaluate CTE Programs

• Involvement of various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, BOCES and 2 Component Schools)• Review, address, approve (sign-off) on CTE program plan• Forward plan to Superintendent of Schools or District Superintendent for Approval

Board of Education Approval

• Submit Statement of Assurances Form• Signed by Superintendent of Schools and BOE President

SED Review

• Subject specialist reviews the plan• Letter to Superintendent of Schools or District Superintendent once approved (5 year period with option to re-approve)

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CTE Program Approval ProcessBased on the Board of Regents Nationally Recognized Plan

23

Applications must certify that the CTE program will provide:

• Curriculum aligned with state and national learning standards and state andnational skill standards;

• Rigorous curriculum content which is non-duplicative and provides the student with a coherent sequential program of study;

• Secondary CTE curriculum aligned with postsecondary education careerpathways leading to degrees or credentials;

• State-certified faculty with appropriate academic and/or technical certification;

• A technical assessment that meets current industry standards (ex. NATEF, NOCTI);

• Postsecondary articulation agreements constructed to provide students withdirect benefit (such as college credit or advanced standing);

• Work-based learning opportunities for all students; and

• A robust data reporting infrastructure to evaluate success on assessments and future placements

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Access to CTE Courses

• Approved CTE programs• 78 district and BOCES based sites, 983

programs • Only path to CTE Technical Endorsement

• Integrated courses• Academic content fully embedded in the

course• Only available in approved programs

• Specialized courses• Electives determined at the local level

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CTE Assessment ReviewThe Chancellor’s Panel on CTE Assessment Alignment

25

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

26

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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Current CTE Resources

• Current Funding• Perkins funding has decreased by 10% from

prior year – flat funding anticipated in the coming year

• School Innovation Fund – a partnership grant opportunity to redesign schools under 1 of 6 models including CTE

• Technical Assistance Center• Professional development on CTE• Development of model SLO’s• Development of Common Core-based

instructional materials

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Pathway Examples and Course Sequences


Traditional Pathway to Graduation

29

Content Area Regents Diploma¹ Regents Diploma w/Advanced Designation¹

Mathematics 3 3

English 4 4

Science 3 2

Social Studies 4 4

Health 0.5 0.5

Arts 1 1

Languages Other Than English (LOTE)³

1 1


Sequence Courses/Electives

3.5 3.5

Total Credits 22 22

Regents Exams Score of 65 or above for gen

ed students and 55 or above for SWDs²

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 SWDs. Additional components including the compensatory model are being

considered³Must pass a locally developed second language proficiency exam to earn credit

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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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Multiple Pathways: Key IssuesTo Ensure College and Career Readiness

• Mathematics - which courses/assessments will be required in Mathematics to ensure college and career readiness? Algebra? Geometry? Algebra II? Will these be for all pathways or individualized?

• Global History and Geography - do the Regents wish to break the Global History and Geography exam into a 2 year, 2 exam sequence? Which, if any, will be required/optional? Should a Global Studies course be required for graduation?

• Assessments – do the Regents wish to provide flexibility in which assessments students are required to take?

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Humanities Pathway Example

32

Course Requirements Credits Proposed Humanities Pathway Courses and Required Assessments

for Regents Diploma

Integrated Courses and Sample Course Titles

English 4 2-4 Discrete English Language Arts CoursesUp to 2 Specialized Courses

English Language Arts Regents

Journalism; Modern Poetry; The Modern Novel;

Philosophical Literature; Theater Arts; History and

Literature of Theater

Social Studies 4 Global History and GeographyUS History and Government

2 Integrated or Specialized Course OptionsUS History Regents and Global Regents or substitute an additional Math or Science

Regents or AP Content Testi.e. AP Art, AP French

AP Art History; Topics in European or Asian History; Research; World Religions;

Music History; World Cultural Dance

Mathematics 3 Algebra, Geometry Algebra 21 Mathematics Regents

Science 3 1 Life Science, 1 Physical Science and a third course in Life of Physical Science (Current

Requirements)1 Science Regents


Art/Music 1 1

Health 0.5 0.5

LOTE 1 1

Additional Units of Credit

3.5 Electives to be used to fulfill a 5 unit sequence in a Humanities Strand: LOTE, Arts,

History, Literature, etc.

Total 22

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STEM Pathway Example Engineering Concentration

33

Course Requirements Credits Proposed STEM Pathway Courses and Required Assessments for

Regents Diploma


English 4 1-4 Discrete Courses 1-3 Specialized Courses


Technical Journal Writing; Ethics in Emerging

Technologies


2 Integrated or Specialized Course OptionsUS History Regents and Global Regents or

substitute Math or Science

Global Economic Systems; Industrial Revolution and Modern Innovation; Social Media and Society; Science

and Tech in Society

Mathematics 4 Algebra, Geometry, Algebra 2 plus one Advanced Mathematics Course – Statistics or

Pre Calculus or AP/IB1 Mathematics Regents

Science 4 Select 1: Living Environment, Chemistry, Physics

Earth Science or other Advanced Science1 Science Regents


Art/Music 1 1

Health 0.5 0.5

LOTE 1 1


1.5 At least one other Applied Math or Advanced Technology Specialized Course

Total 22

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STEM Pathway Example Physics Concentration

34


Regents Diploma


English 4 1 Discrete Course 1-3 Specialized Courses



Technologies


2 Integrated or Specialized Course OptionsUS History Regents and Global Regents or substitute an additional Math or Science

Global Economic Systems; Industrial Revolution and Modern Innovation; Social Media and Society; Science

and Tech in Society

Mathematics 4 Algebra, Geometry, Algebra 2 plus one Advanced Mathematics Course – Statistics or


Science 4 Select 1: Chemistry, Physics, Living Environment or Earth Science

AP Physics 1 Science Regents


Art/Music 1 1

Health 0.5 0.5

LOTE 1 1


1.5 At least one other Advanced Physics Course AP Electricity and Magnetism; AP Mechanics; Topics in

Applied Physics

Total 22

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STEM Pathway Example Life Science Concentration

35


Regents Diploma


English 4 1 Discrete CourseUp to 3 Integrated or Specialized Course

OptionsEnglish Language Arts Regents


Technologies; Business Communications


2 Integrated or Specialized Course OptionsUS History Regents; Global Regents or

substitute an additional Math or Science

Global Economic Systems; Industrial Revolution and Modern Innovation; Social

Media and Society

Mathematics 4 Algebra, Geometry, Algebra 2 plus one Advanced Mathematics Course – Statistics,


Precision Measurement; Differential Calculus for Electronics; HyperMath

Science 4 Select 1: Living Environment, Chemistry, Physics, or Earth Science

AP Biology 1 Science Regents

Material Science; HyperPhysics; Biometrics


Art/Music 1 1 Design Drawing and Production; Industrial Design;

Prototyping

Health 0.5 0.5

LOTE 1 1


1.5 At least one other Life Science at Advanced Level

Total 22

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CTE Pathway Example Leading Toward Postsecondary or Career

36

Course Requirements Credits Proposed CTE Pathway Courses and Required Assessments


English 4 1 Discrete Course 3 Integrated Course Options


Technical Journal Writing; Ethics in Emerging Technologies; Business Communications

Social Studies 4 Global History and GeographyUS History and Government2 Integrated Course Options

US History Regents and Global Regents or substitute a CTE Technical or additional Math or

Science

Global Economic Systems; Industrial Revolution and

Modern Innovation; Social Media and Society

Mathematics 3 Algebra2 Integrated Course Options

Algebra Regents

Precision Measurement; Differential Calculus for Electronics; HyperMath

Science 3 1 Discrete Course (Earth Science or Living Environment)

2 Integrated Course OptionsEarth Science or LE Regents

Material Science; HyperPhysics; Biometrics


Art/Music 1 1 Discrete Course or1 Integrated Course Options

Design Drawing and Production; Industrial Design; Prototyping

Health 0.5 0.5 Discrete Health Course or0.5 in a Health Occupations Program

LOTE 1 1


3.5 3.5 Credits in CTE Technical Content Courses

Integrated Credits 0 Up to 10.5

Total 22

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Current Graduation Requirements in NYS

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