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Rethinking �High School: �The Future of the �Indiana Diploma

May 2024

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Learner-centered, future-focused

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CURRENT DATA: eDUCATIONAL ATTAINMENT

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76%

53%

Overall, 53.3% of Hoosiers between the ages �of 25 and 65 have a postsecondary credential or high-value industry certification beyond high school.

of Hoosier high school graduates said they �intend to go on to some form of higher learning…

actually do.

99%

of jobs created since the Great Recession go to Americans with some education beyond high school

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CURRENT DATA: credentials in high school

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• Indiana ranks #1 nationwide in terms of students completing at least one college course in high school.*
• 64% of Indiana high school students earn college credit.
• These students graduate with an average of 13.5 college credits.
• A short-term credential in Indiana can be earned with 15-18 credits, placing thousands of students just a few credits away from earning a credential…and many aren’t even aware!
• Almost 5% of these students earn a college or career credential before graduation, opening doors of future opportunity.

*Source: NACEP Report

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PARENT Data: Perceptions of future preparedness

Source: 2022 Gallup Survey, Indiana Parents

According to parents: How prepared, if at all, is your child for life after high school?

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WHY ACCESS TO CREDENTIALS MATTERS

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Increased wages

Better quality of life

A Student’s Increased Educational Attainment =

Better jobs

Healthier life

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WHY ACCESS TO WORK-BASED LEARNING MATTERs

Source: Renold, U., Bolli, T., Caves, K. M., & Bürgi, J. (2017). Training for Growth: Skills shortage and companies' willingness to train in Colorado. KOF Studies, 94. https://www.research-collection.ethz.ch/bitstream/handle/20.500.11850/164859/1/No_94_Training_for_Growth.pdf

Schools play a key role in preparing students for their future, including helping them to develop employability skills. This work is enhanced through high-quality work-based learning opportunities, which help students apply and hone their skills.

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Stakeholders often say, “if” high school approached learning differently for students, “then” we could better connect them to what’s next.

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While some aspects of our current high school experience work, there is a need to modernize many other aspects which are long outdated.

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The current structure of the American high school experience has not changed for most students in over a century.

In Indiana - our current diploma has not been significantly updated since the late 1980s.

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This is our opportunity to lead and ultimately, lift all our citizens to better lives through education.

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Hoosiers engaged in process

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• educators
• community organizations
• other state agencies
• colleges and universities
• philanthropy
• students

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• parents
• advocacy groups
• business and industry
• Indiana General Assembly
• policy experts

To inform our efforts to rethink K-12 education in Indiana, IDOE continues to conduct extensive stakeholder outreach and engagement to seek feedback. These stakeholders represent:

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The Future �of Indiana’s �Diplomas

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beginning with the end in mind

Graduation: Every student is prepared for personal and professional success, regardless of their future path.

Employment

Enrollment

Enlistment Leading to Service

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These options are in addition to the federally-required alternate diploma, �designed for students with the most significant cognitive disability.

(1% or less of special education students)

Indiana GPS Diploma Plus

Indiana GPS Diploma

Option 1

Option 2

FUTURE Indiana Diploma types �beginning WITH THE CLASS OF 2029

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alignment to Indiana GPS (INDIANA’S PROFILE OF A GRADUATE)

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For the first time ever, �Indiana’s diplomas will:

COMMUNICATION & COLLABORATION

WORK ETHIC

CIVIC, FINANCIAL & DIGITAL LITERACY

ACADEMIC MASTERY

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CAREER & POSTSECONDARY READINESS: CREDENTIALS & EXPERIENCES

• Be aligned to the characteristics stakeholders consistently agree are essential for our graduates.
• Affirm that each graduate possesses the five key characteristics.
• Consider competencies…not just a checklist of courses and credits.

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Enlistment Ready Seal

Employment Ready Seal

New Indiana Diploma Seals

Enrollment Ready Seal

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Will be jointly developed with and approved by the Commission for Higher Education

Must meet the minimum entrance requirements for the majority of state higher education institutions

Will be developed in consultation with business representatives across multiple industries

Will be developed in consultation with the Indiana National Guard

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New Indiana Diploma Seals

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• Each seal will have a defined set of required course offerings and course sequences.�
• Students can earn any of the three seals with either diploma (Indiana GPS or Indiana GPS+), and may earn more than one seal.
• Ex. enrollment + employment seal�
• Seals should reflect a student’s unique graduation plan.�
• Seals will be reflected on a student’s transcript to signify a student’s readiness for enrollment, employment, or enlistment leading to service.

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Option 2:�Indiana GPS�Diploma Plus

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Indiana GPS Diploma Plus

COMPONENT 1�Required Courses �(and/or competencies)�

• Foundational courses and competencies (targeting grades 9-10)
• Includes flexible options �in courses and course levels �
• Additional courses and competencies necessary to complete a high-quality work-based learning opportunity and earn a credential of value, aligned with the student’s graduation plan (targeting grades 11-12)�

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COMPONENT 2�Employability Skills�Ready Competencies�

• Work-Based Learning
• Level 2: WBL Capstone (75 hours)
• Level 3: State Pre-Apprenticeship/ Modern Youth Apprenticeship (650 hours)
• Level 4: U.S. Department of Labor Registered Apprenticeship (2,000 hours)�

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COMPONENT 3�Postsecondary-

Ready Competencies�

• Credential of Value
• Market-driven credentials
• Includes core content and CTE coursework; each credential will be reviewed to ensure rigor
• Apprenticeship
• Indiana College Core (ICC)
• AP Scholar with Distinction
• Cambridge AICE Diploma
• IB Diploma Programme

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Foundational Knowledge & �Skills for All Students

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foundational knowledge/skills (TARGETING grades 9-10)

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20 credits, plus competencies aligned to Indiana GPS characteristics

• Reflective of priority coursework many students already complete
• Flexible options to satisfy each requirement (ex. AP, IB, Cambridge, dual credit)
• Opportunities for students to demonstrate competency mastery�

Streamlined and strategically focused on the knowledge and skills that really matter for students, thus allowing for additional flexibility and personalization in grades 11 and 12�

Schools may opt-in beginning with completion of rule-making; effective for all students beginning with the class of 2029 (current 7th graders).

In addition to coursework aligned to student’s future goals

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foundational knowledge/skills (grades 9-10)

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Academic Mastery

Career & Postsecondary Readiness

Communication & Collaboration

Work �Ethic

Civic, Financial, & Digital Literacy

English

Math

College/Careers

Career Aptitude Test

Job shadowing or skills boot camp

Attend at least one college or job fair

1 Dual Credit Course

Verification of 4 competencies

PE, Health, or Co/Extracurriculars

94% attendance

U.S. History

Personal Finance

Computer Science

Science

Government

Two seasons of �a co-curricular

3.0+ GPA cumulative at the end of grade 10

*3 of 4 competencies

Marked improved attendance

External, paid job

*1 must be external

1 verification �of competency

English

In addition to coursework aligned to student’s future goals

1 external verification of competency

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Complementary �Work to Rethink �High School in Indiana

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RETHINKING THE FOUR YEARS OF HIGH SCHOOL

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• Expanded opportunities for students to explore, engage and experience a range of potential careers in elementary, middle, and high school through the 3E Grant.
• $57 million awarded to schools and community partners in all 92 counties;�
• Accelerated credential completion through Crossing the Finish Line, which provides students, who are just a few credits away from earning a credential, with free tuition and books.
• In 2023 alone over 3,900 participating students and families saved over $8 million;�
• Created a consortia of urban school districts across Indiana identified as future leaders in the Early College model and connected them to experienced mentor schools;�
• Supported schools in teaching and measuring key skills through the Employability Skills Grant.
• Awarded $10 million to 58 schools across 40 counties;

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RETHINKING THE FOUR YEARS OF HIGH SCHOOL CONTINUED

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• Increased college affordability and going rates for our state’s most at-risk students by auto-enrolling eligible students in the state’s 21st Century Scholars Program;�
• Helped more students gain both financial and digital literacy skills by requiring financial literacy and computer science courses for high school graduation.
• Courses may be taken in middle school, allowing additional course flexibility in high school;�
• Implemented the first-in-the-nation Career Scholarship Account (CSA) program designed to support the completion of credentials of value and high-quality work-based learning experiences;�
• Streamlined K-12 Indiana Academic Standards in ELA, math, social studies, science, and computer science, reducing standards in each core subject area by 25% or more to ensure students are honing in on essential content;

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RETHINKING THE FOUR YEARS OF HIGH SCHOOL CONTINUED

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• Re-envisioned how school and student performance is measured through the Indiana GPS dashboard; �
• Partnering with Carnegie Foundation to develop and test a robust, scalable suite of assessment and analytic tools that captures the full range of skills needed to succeed in K-12 and beyond;�
• Collaborating with business, philanthropy, non-profit, government, and K-12 and higher education (iLab) to develop a plan for a statewide modern youth apprenticeship system; and �
• Redesigning school accountability in alignment with Indiana GPS and the new diploma requirements.
• Per statute, IDOE will provide the Indiana General Assembly with future accountability recommendations by December 1, 2024.

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�Ongoing�Considerations & Timeline

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ONGOING CONSIDERATIONS

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• How can we better utilize a student’s time in middle school, including increasing career exploration, to allow for additional flexibility in high school?�
• How might we leverage career coaching to best support students’ unique paths?�
• What supports are needed to help more schools shift the focus from courses to competencies?�
• How might we redesign student transcripts to better reflect knowledge, skills, and experiences?

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ONGOING CONSIDERATIONS CONTINUED

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• How could a student best demonstrate proficiency in the five Indiana GPS characteristics prior to graduation? (ex. capstone proficiency project) �
• What role do families, students, educators, and employers play in the high school model of the future?�
• How might we enhance our student information systems statewide in order to measure progress and ensure quality?�
• How will we define success in five, 10, 15 years?

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SBOE approval of request to initiate rulemaking

March

Public comment period 1

Spring

Public comment period 2 (on revised rule)

Summer

SBOE adoption of final rule

Late Summer

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Thank you!

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