Changing Graduation Requirements

Changing Graduation Requirements 

 

When our students proudly cross the stage, diploma in hand, what have they accomplished?  Is it a mere testament to their 12-year attendance, or have they truly absorbed knowledge?  Will they thrive beyond academia, or will they seek further enlightenment elsewhere?  What, indeed, have they learned? And how can we be certain of their learning without effective assessment?

 

In the past, states required educators to administer tests that assessed students’ abilities and knowledge skills in core subjects at certain levels.  This would allow enough time for the students and the system to catch students up, shore up their skills, and push other students further toward their goals of graduation and success in the world.   But now, states are changing their platforms for determining such skills, abilities, and knowledge.  In Oregon, it was decided they would not be using the assessments to determine graduation readiness during the pandemic due to learning loss and lack of access to education for many students.  But leaving nothing creates a vacuum that states it’s all rather pointless.  However, they brought in other systems that would make what they would determine more equitable and succinct methods of assessing those skills. Other states were doing much the same.  New York brought in portfolios, among other assessments, rather than the Regent’s exams.  

 

What was first seen as “soft racism” could genuinely be something that brings about success and evidence of learning for all students, especially at-risk students. What are your thoughts on this? And how can we adapt our education for these times? 

 

Let us know:  educationaltriage@gmail.com

 

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