diploma in education art requirements

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Diploma in Education Arts Courses; Full list of all the Courses, subject combinations, requirements and institutions where to learn

Kibabii Teachers Training College' Kibabii TTC Courses and other details

Are you a form four (KCSE) graduate? Do you want to to become a teacher in high school but failed to get university qualification? You have reason to smile as you must not have a degree to teach at a high school. All you need is a Diploma in Education Certificate and you are good to go.

For all information related to students placement in Universities and Colleges, click on the link below:

KUCCPS NEWS PORTAL; YOUR ULTIMATE GUIDE TO ALL UNIVERSITIES, COLLEGES & TVETS PLACEMENT NEWS IN KENYA

A number of Diploma in Education (Arts) Course’s subject combinations are available for KCSE graduates who want to take teaching careers. You can apply for these courses via the Kenya Universities and Colleges Central Placement, KUCCPS, online portal. KUCCPS has set various minimum requirements for the courses. In this feature, you will get information on all the available subject combinations, requirements and institutions offering the courses.

To pursue a Diploma in Education, you must have scored a Minimum Mean Grade of C+ (plus) in the Kenya Certificate of Secondary Education (KCSE). Also required is a minimum of a C+ (plus) in the two teaching subjects that you want to major in; these are the subjects that you will be able to teach at high school on completion of your studies. Finally, a new requirement has been introduced for all teacher trainees. You must now have to score a grade C (plain) and above in English in order to train as a teacher.

HERE IS A LIST OF ALL THE AVAILABLE DIPLOMA IN EDUCATION (ARTS) COURSE’S SUBJECT COMBINATIONS, REQUIREMENTS AND INSTITUTIONS WHERE

1. diploma in teacher education (music/kiswahili).

MINIMUM MEAN GRADE	C+
NOTE: A subject may only be considered in this section

MINIMUM SUBJECT REQUIREMENTS

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	KIS	C+
SUBJECT 4	MUC	C+

INSTITUTIONS

KAGUMO TTC

KAGUMO TEACHERS TRAINING COLLEGE

2. DIPLOMA IN TEACHER EDUCATION (MUSIC/ENGLISH )

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ENG	C+
SUBJECT 4	MUC	C+

3. DIPLOMA IN TEACHER EDUCATION (MATHS / GEOGRAPHY)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	MAT A	C+
SUBJECT 4	GEO	C+

KAGUMO TTC	KAGUMO TEACHERS TRAINING COLLEGE
KIBABII TTC	KIBABII DIPLOMA TEACHERS TRAINING COLLEGE
LUGARI TTC	LUGARI DIPLOMA TEACHERS TRAINING COLLEGE

4. DIPLOMA IN TEACHER EDUCATION (MATHEMATICS / BUSINESS STUDIES)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	MAT A	C+
SUBJECT 4	MAT A / BST	C+

5. DIPLOMA IN TEACHER EDUCATION (MATHEMATICS/BUSINESS STUDIES)

Here are links to the most important news portals:.

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6. DIPLOMA IN TEACHER EDUCATION (KISWAHILI / HISTORY)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	KIS	C+
SUBJECT 4	HAG	C+

7. DIPLOMA IN TEACHER EDUCATION (KISWAHILI/HISTORY)

8. diploma in teacher education (kiswahili / geography).

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	KIS	C+
SUBJECT 4	GEO	C+

9. DIPLOMA IN TEACHER EDUCATION (KISWAHILI/GEOGRAPHY)

10. diploma in teacher education (islamic religious education with either arabic/kiswahili/geography/english/history ).

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	FRE	C+
SUBJECT 4	ENG / HAG / GEO / CRE / IRE	C+

KIBABII TTC

KIBABII DIPLOMA TEACHERS TRAINING COLLEGE

11. DIPLOMA IN TEACHER EDUCATION (IRE WITH ENGLISH)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	IRE	C+
SUBJECT 4	ENG	C+

12. DIPLOMA IN TEACHER EDUCATION (IRE WITH ARABIC)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	IRE	C+
SUBJECT 4	ARB	C+

13. DIPLOMA IN TEACHER EDUCATION (HISTORY / CRE)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	HAG	C+
SUBJECT 4	CRE	C+

14. DIPLOMA IN TEACHER EDUCATION (HISTORY WITH CHRISTIAN RELIGIOUS EDUCATION)

15. diploma in teacher education (german/ english).

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	GER	C+
SUBJECT 4	ENG	C+

16. DIPLOMA IN TEACHER EDUCATION (GEOGRAPHY/CHRISTIAN RELIGIOUS EDUCATION)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	GEO	C+
SUBJECT 4	CRE	C+

17. DIPLOMA IN TEACHER EDUCATION (GEOGRAPHY/ HISTORY)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	GEO	C+
SUBJECT 4	HAG	C+

KIBABII TTC	KIBABII DIPLOMA TEACHERS TRAINING COLLEGE
LUGARI TTC	LUGARI DIPLOMA TEACHERS TRAINING COLLEGE

18. DIPLOMA IN TEACHER EDUCATION (GEOGRAPHY / BUSINESS STUDIES)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	BST	C+
SUBJECT 4	GEO	C+

KAGUMO TTC	KAGUMO TEACHERS TRAINING COLLEGE
KENDEGE	KENDEGE TECHNICAL AND VOCATIONAL COLLEGE
KIBABII TTC	KIBABII DIPLOMA TEACHERS TRAINING COLLEGE
LUGARI TTC	LUGARI DIPLOMA TEACHERS TRAINING COLLEGE
MABERA TVC	MABERA TECHNICAL AND VOCATIONAL COLLEGE
NYAKACH TVC	NYAKACH TECHNICAL AND VOCATIONAL COLLEGE
UGENYA TVC	UGENYA TECHNICAL AND VOCATIONAL COLLEGE

19. DIPLOMA IN TEACHER EDUCATION (GEOGRAPHY/BUSINESS STUDIES)

20. diploma in teacher education (french/english).

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	FRE	C+
SUBJECT 4	ENG	C+

21. DIPLOMA IN TEACHER EDUCATION (FRENCH WITH EITHER HISTORY, GEOGRAPHY, CRE, IRE OR ENGLISH)

22. diploma in teacher education (english and geography).

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ENG	C+
SUBJECT 4	GEO	C+

23. DIPLOMA IN TEACHER EDUCATION (ENGLISH / HISTORY)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ENG	C+
SUBJECT 4	HAG	C+

24. DIPLOMA IN TEACHER EDUCATION (ENGLISH / CRE)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ENG	C+
SUBJECT 4	CRE	C+

25. DIPLOMA IN TEACHER EDUCATION (ENGLISH AND CHRISTIAN RELIGIOUS EDUCATION)

26. diploma in teacher education (art and design / kiswahili).

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ARD	C+
SUBJECT 4	KIS	C+

27. DIPLOMA IN TEACHER EDUCATION (ART AND DESIGN / ENGLISH )

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ARD	C+
SUBJECT 4	ENG	C+

28. DIPLOMA IN TEACHER EDUCATION (ARABIC/IRE OR ENGLISH)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	ARB	C+
SUBJECT 4	ENG / IRE	C+

29. DIPLOMA IN TEACHER EDUCATION ( KISWAHILI / CHRISTIAN RELIGIOUS EDUCATION)

SUBJECT 1	ENG	C
SUBJECT 2	MAT A	D+
SUBJECT 3	KIS	C+
SUBJECT 4	CRE	C+

30. DIPLOMA IN TEACHER EDUCATION ( KISWAHILI / CRE)

Diploma in Education Arts .

This two-year program is where the first steps of a career in education find a fine foundation. This diploma in education is designed to prepare you to become a professional teacher. It will equip you with knowledge, skills, values, attitudes and techniques to deal with learning and the social-emotional challenges facing secondary school students. This program is also suitable for those who wish to pursue further training in the education field. It will serve as a bridge into the International Leadership University Bachelor of Education Arts program.

Requirements

KCSE mean grade C- and above or its equivalent, or a certificate in education, with C+ in the two teaching subjects.

Application Ongoing

Diploma in Education (Arts) at University of Eldoret - Main Campus

Course	Diploma in Education (Arts)
Institution
Campus	Main Campus
Course Duration	Unspecified
Qualification	Diploma

Entry Requirements

Contact the Admissions Office

Mode of Study

Application Procedure

Similar Programs

Bachelor of education (arts), kisii town campus, gaba campus - eldoret, kisumu campus, nairobi city campus, main campus - lang'ata, thika campus, main campus, karen campus, itiati campus, nanyuki campus, main campus - baraton, eldoret extension centre, nairobi extension centre.

Bachelor of Education Arts (entry requirements + institutions)

Bachelor of Education Arts is a 4-year degree program that prepares an education workforce in arts, humanities, and languages subjects. If you are passionate about education and humanities, this is…

The course is designed to prepare you for teaching roles in secondary schools but can open doors to other career paths as we shall see later on.

In this article, we will look at the entry/admission requirements for the course, institutions to enrol in, subject combinations, and career paths.

Admission requirements for Bachelor of Education Arts in Kenya

To secure admission for a degree in education arts in Kenya, you must meet the following entry requirements.

At least C plus in KCSE.
At least C plus in two arts teaching subjects.

Those are the Teachers Service Commission registration requirements for education arts teachers.

Universities offering B.Ed. arts in Kenya

You can enroll for the course at any of the following universities. Only those applying to public universities will receive government education funding.

Africa international university
Africa nazarene university
Alupe university
Bomet university college
Catholic university of eastern africa
Chuka university
Daystar university
Egerton university
Garissa university
Great lakes university of kisumu
Gretsa university
Islamic university of Kenya
Jaramogi oginga odinga university of science and technology
Kabarak university
Kaimosi friends university
Karatina university
Kca university
Kenya assemblies of god east university
Kenya highlands evangelical university
Kenya methodist university
Kenyatta university
Kibabii university
Kirinyaga university
Kiriri womens university of science and technology
Kisii university
Koitaleel samoei university college
Laikipia university
Lukenya university
Maasai mara university
Machakos university
Marist international university college
Maseno university
Masinde muliro university of science & technology
Meru university of science and technology
Moi university
Mount kenya university
Murang’a university of technology
Pioneer international university
Presbyterian university of east africa
Pwani university
Rongo university
Scott christian university
South eastern kenya university
St pauls university
Tangaza university college
Tharaka university
The east african university
Tom mboya university
Turkana university college
University of eastern africa, baraton
University of eldoret
University of embu
University of kabianga
University of nairobi
Zetech university

B.Ed. arts Subjects combinations

The following are the most popular education arts combinations in Kenya universities.

History/CRE
CRE/Kiswahili
CRE/History.
IRE/history/kiswahili.
CRE/geography
English/Literature

Bachelor of Education Arts career paths

With an education arts degree, you can explore the following careers:

After graduation, you will be required to get a Teachers Service Commission to be fully registered as a humanities, languages, or arts teacher.

Educational administrator

After gaining some experience or advancing your education, you will be eligible to be upgraded to administrative roles i.e. school administrator, education policy development, or academic counselling.

Non-teaching roles

You can pursue non-teaching roles such as educational content publishing, community education programs etcetera.

Important Note

Holders of Bachelor of Arts with education are also eligible for registration with the Teachers Service Commission. Holders of Bachelor of arts degrees can only be registered as teachers after pursuing a one-year post-graduate diploma in education.

We have covered the admission requirements and universities offering bachelor of education arts in Kenya. We have also looked at teaching subject combinations and alternative routes to becoming an arts teacher in Kenya.

Do you have any questions? Please ask in the comments section below.

Hey, This is Tvet Comrades Admin. Our goal is to provide you with credible and up-to-date info on career options, when to enrol, and courses requirements.

There is a course for everybody Regardless of KCSE grade. Hope this Website will serve you well.

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These Rules of the Regents and Regulations of the Commissioner of Education ("regulations") are unofficial, and are presented for general informational purposes as a public service. Although reasonable efforts have been made to ensure that these regulations are current, complete and accurate, the State Education Department does not warrant or represent that they are current, complete and accurate. These regulations are subject to change on a regular basis. Readers are advised to consult Title 8 of the Official Compilation of Codes, Rules and Regulations of the State of New York (8 NYCRR) , published by the Department of State, and the State Register for the official exposition of the text of these regulations, as well as for amendments and any subsequent changes or revisions thereto.

(June 2022 only) (units of study during the 2019-2020 school year)

English, four units;
social studies, including a year of American history, three units;
mathematics, one unit, provided that students first entering grade nine in 1984 shall earn at least two units of credit in mathematics as set forth in paragraph (7) of this subdivision;
science, one unit, provided that students first entering grade nine in 1984 shall earn at least two units of credit in science as set forth in paragraph (8) of this subdivision; and
health, one-half unit.
English, four units of credit;
social studies, four units of credit as set forth in paragraph (6) of this subdivision;
mathematics, two units of credit, as set forth in paragraph (7) of this subdivision;
science, two units of credit as set forth in paragraph (8) of this subdivision;
art and/or music, one unit of credit; and
health education, one-half unit of credit in accordance with the requirements set forth in section 135.3(c) of this Title.
English language arts, four units of commencement level credit;
science, three units of credit of commencement level science, at least one course shall be life sciences and at least one in the physical sciences, the third may be either life sciences or physical sciences;
mathematics, three units of credit of mathematics, which shall be at a more advanced level than grade eight, shall meet commencement level learning standards as determined by the commissioner, provided that no more than two credits shall be earned for any Algebra 1, Geometry, or Algebra 2 commencement level mathematics course;
the arts, one unit of credit; and
health education, one-half unit of credit in accordance with the requirements set forth in section 135.3(c) of this Title. Learning standards in the area of parenting shall be attained through either the health or family and consumer sciences programs or a separate course.
Except as otherwise provided in subparagraph (ii) of this paragraph, all students shall have earned the equivalent of two units of credit in physical education in accordance with the requirements set forth in section 135.4(c)(2)(ii) of this Title. Such units of credit shall not count towards the required units of credit set forth in paragraphs (1) and (2) of this subdivision for those students who enter grade nine before the 2001-2002 school year. Beginning with the 2001-2002 school year and thereafter, such units of credit in physical education shall count toward the required total. A student who has completed the diploma requirements as set forth in paragraphs (1) and (2) of this subdivision in fewer than eight semesters, and who is otherwise eligible to receive a diploma, shall not be required to continue enrollment in high school for the sole purpose of completing the physical education requirements as set forth in this paragraph. Any student who has completed eight semesters in a registered New York State high school or a high school outside the registered New York State high school awarding the credits, and who has accumulated the required units of credit in physical education to meet the diploma requirements, shall not be required to continue enrollment in physical education courses for any additional semesters.
Students who enter a registered New York State high school and have completed one or more semesters in a high school outside New York State or in a residential facility or home operated or supervised by any state agency pursuant to Education Law sections 112 and 3202(7) and/or Parts 116 or 118 of this Title shall be exempt from the required two units of credit requirement in physical education for a diploma. Instead, such students shall be required to enroll in physical education courses every semester they are in a registered New York State high school, and shall earn 1/4 unit of credit in physical education for each semester completed in a registered New York State high school to meet the diploma requirements.
for students who first enter grade nine prior to September 1996, by passing either the Regents competency test in reading and the Regents competency test in writing, or the Regents comprehensive examination in English; or
for students who first enter grade nine in September 1996 and thereafter, by passing the Regents comprehensive examination in English. For purposes of a Regents endorsed diploma a score of 65 shall be considered passing. For a local diploma a score of 55-64, as determined by the school, also may be considered passing up through the 2007-2008 school year; or
for students with disabilities who first enter grade nine in or after September 1996 and prior to September 2011 and who fail the Regents comprehensive examination in English, the English requirements for a local diploma may be met by passing the Regents competency test in reading and the Regents competency test in writing or their equivalents. For students with disabilities who first enter grade nine in September 2005 and thereafter, the English requirements for a local diploma may also be met by passing the Regents comprehensive examination in English with a score of 55-64. This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5);
the transcripts and permanent record cards of students shall indicate the assessment the student has passed to meet diploma requirements, and the score achieved.
for students who first enter grade nine prior to September 1997, by passing either the Regents competency test in mathematics, or a Regents examination in mathematics; or
for students who first enter grade nine in September 1997 and thereafter, by passing a commencement level Regents examination in mathematics. For purposes of a Regents endorsed diploma a score of 65 shall be considered passing. For a local diploma a score of 55-64, as determined by the school, also may be considered passing up through the 2007-2008 school year; or
for students with disabilities who first enter grade nine in or after September 1997 and prior to September 2011 and who fail a Regents examination in mathematics, the mathematics requirements for a local diploma may be met by passing the Regents competency test in mathematics or its equivalent. For students with disabilities who first enter grade nine in September 2005 and thereafter, the mathematics requirements for a local diploma may also be met by passing a Regents examination in mathematics with a score of 55-64. This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5);
for students who first enter grade nine prior to September 1998, by passing either the Regents competency test in United States history and government, or the Regents examination in United States history and government; or
for students who first enter grade nine in September 1998 and thereafter but prior to September 2011, by passing the Regents examination in United States history and government. For purposes of a Regents endorsed diploma, a score of 65 shall be considered passing. For a local diploma a score of 55-64, as determined by the school, also may be considered passing up through the 2007-2008 school year; or
the Regents examination in United States history and government; or
except as otherwise provided in item ( iv ), the Regents examination in global history and geography (for students first entering grade nine prior to September 2017);
except as otherwise provided in item ( iv ), the Regents examination in global history and geography II (1750 to present) (for students first entering grade nine in September 2017 and thereafter);
at the discretion of the applicable local school district or school, the Regents examination in global history and geography or the Regents examination in global history and geography II, for students who take and pass such assessments during the June 2019, August 2019, January 2020 and June 2020 administrations of these assessments; or
a department-approved alternative to either item ( i ), ( ii ), ( iii ) or ( iv ) of this subclause; or
for students with disabilities who first enter grade nine in or after September 1998 and prior to September 2011 and who fail the Regents examination in United States history and government, the United States history and government requirements for a local diploma may be met by passing the Regents competency test in United States history and government. For students with disabilities who first enter grade nine in September 2005 and thereafter, the United States history and government requirements for a local diploma may also be met by passing the Regents examination in United States history and government with a score of 55-64 or as provided in subparagraph (b)(7)(vi) of this section. This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5);
for students who first enter grade nine prior to September 1999, by passing either the Regents competency test in science or a Regents examination in science; or
for students who first enter grade nine in September 1999 and thereafter, by passing a Regents examination in science. For purposes of a Regents endorsed diploma a score of 65 shall be considered passing. For a local diploma a score of 55-64, as determined by the school, also may be considered passing up through the 2007-2008 school year; or
for students with disabilities who first enter grade nine in or after September 1999 and prior to September 2011 and who fail a Regents examination in science, the science requirements for a local diploma may be met by passing the Regents competency test in science. For students with disabilities who first enter grade nine in September 2005 and thereafter, the science requirements for a local diploma may also be met by passing a Regents examination in science with a score of 55-64 or as provided in subparagraph (b)(7)(vi) of this section. This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5);
for students who first enter grade nine prior to September 1998, by passing either the Regents competency test in global studies or the Regents examination in global studies; or
for students who first enter grade nine in September 1998 and thereafter but prior to September 2001, by passing the Regents examination in global studies. For purposes of a Regents endorsed diploma, a score of 65 shall be considered passing. For a local diploma a score of 55-64, as determined by the school, also may be considered passing up through the 2007-2008 school year; or
for students who first enter grade nine in September 2001 and thereafter but prior to September 2012, by passing the Regents examination in global history and geography; or
for students with disabilities who first enter grade nine in September 1998 and prior to September 2011 and who fail the Regents examination in global history and geography, the global history and geography requirements for a local diploma may be met by passing the Regents competency test in global studies. For students with disabilities who first enter grade nine in September 2005 and thereafter, the global history and geography requirements for a local diploma may also be met by passing the Regents examination in global history and geography with a score of 55-64 or as provided in subparagraph (b)(7)(vi) of this section. This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5);
one additional Regents examination in a different course in social studies or a department-approved alternative; or
one additional Regents examination in a different course in mathematics or science or a department-approved alternative; or
one additional examination in a different course in English selected from the list of department-approved alternatives; or
a pathway assessment in world languages approved by the commissioner in accordance with section 100.2(mm) of this Part; or
a career and technical education (CTE) pathway assessment, approved by the commissioner in accordance with section 100.2(mm) of this Part, following successful completion of a CTE program approved pursuant to paragraph (d)(6) of this section; or
an arts pathway assessment approved by the commissioner in accordance with section 100.2(mm) of this Part.
The student was enrolled in a course of study leading to a pathway assessment in the 2019-2020 or 2020-2021 school year and will have earned credit in such course of study by the end of the 2019-2020 or the 2020-2021 school year, or the student was enrolled in a course of study leading to a pathway assessment in the 2020 or 2021 summer school session and will have earned credit in such course of study at the end of such session;
The student was previously enrolled in a course of study leading to a pathway assessment, has achieved the applicable course credit, and was intending to take the assessment in June 2020, August 2020, June 2021, or August 2021 to achieve a passing score;
The student, during or prior to the 2019-2020 or 2020-2021 school years had been identified as an English Language Learner pursuant to Part 154 of this Title, whose home language is a language that is tested by a pathway assessment in a world language approved by the commissioner in accordance with section 100.2(mm) of this Part, or a student who was deemed qualified by the principal in consultation with relevant faculty, and such student was intending to take in June 2020, August 2020, June 2021 or August 2021 a pathway assessment in a world language approved by the commissioner in accordance with section 100.2(mm) of this Part to achieve a passing score; or
A student who was deemed qualified by the principal in consultation with relevant faculty in the use of American Sign Language (ASL) who was intending in June 2020, August 2020, June 2021 or August 2021 to take the pathway assessment in ASL to achieve a passing score.
the 2019-2020 school year, and by the end of the 2019-2020 school year, or by the end of the 2020 summer school session will have earned credit in such course of study; or
the 2020-2021 school year, and by the end of the 2020-2021 school year or the end of the 2021 summer school session will have earned credit in such course of study; or
The student was previously enrolled in a course of study leading to an alternate assessment approved by the commissioner pursuant to section 100.2(f) of this Part, has earned credit in such course of study, and has not yet passed the alternate assessment but was intending to take the assessment in June 2020, August 2020, June 2021 or August 2021 to achieve a passing score.
For students first entering grade nine in the 2000-2001 school year and before, the principal shall review the transcript of each student first entering a New York State school after the beginning of grade 7 to determine whether or not the student has adequate preparation in science to take the Regents competency test in science. The principal may exempt from the Regents competency test requirement in science set forth in clause (i)( d ) of this paragraph any such student determined to lack adequate preparation in science. This shall not apply to students entering grade nine in the 2001-2002 school year and thereafter.
For students first entering grade nine in the 2000-2001 school year and before, the principal shall review the transcript of each student first entering a New York State school during grade nine or ten to determine whether or not the student has adequate preparation in social studies to take the Regents competency test in global studies. The principal may exempt from the Regents competency test in global studies set forth in clause (i)( e ) of this paragraph any such student determined to lack adequate preparation in social studies. This provision shall not apply to students first entering grade nine in the 2001-2002 school year and thereafter.
Pursuant to section 100.1(b) of this Title, passing the Regents assessment in any given subject shall not be construed as having earned a unit of credit in that subject unless the student also passes the course as offered in a registered high school or the student meets the requirements for credit by examination pursuant to paragraph (d)(1) of this section.
were enrolled in a course of study during the 2019-2020 school year or in the August 2020 summer session that was intended to culminate in the student’s participation in a June or August 2020 Regents examination and the student earned credit in such course of study by the scheduled date of the June 2020 or August Regents examination;
were in grade 7 or grade 8 during the 2019-2020 school year, were enrolled in a course of study leading to a Regents examination, and have met the standards assessed in the provided coursework;
were enrolled in a course of study during the 2019-2020 school year that was intended to culminate in a Regents examination but failed to earn credit for such course of study by the end of the school year and the student subsequently returned for summer instruction and received such credit in a 2020 summer school program pursuant to clause (b) of subparagraph (iv) of paragraph (8) of subdivision (d) of this section; or
were previously enrolled and earned credit in a course of study prior to the 2019-2020 school year that culminated in the associated Regents examination, the student has not yet passed the associated Regents examination, and the student demonstrated the intent to participate in the associated Regents examination in June or August 2020 in order to achieve a passing score.
were enrolled in a course of study that would ordinarily culminate in the taking of a January 2021 Regents examination and earned credit for such course of study by the end of the first semester of the 2020-2021 school year;
were enrolled in a course of study in grade 7 or grade 8 that would ordinarily culminate in the taking of a January 2021 Regents examination, and have met the learning standards in such course of study;
successfully completed a make-up program for the purpose of earning course credit between September 1, 2020 and the end of the first semester of the 2020-2021 school year;
were preparing to take a required Regents examination in a course of study for which the student had previously earned diploma credit, in order to graduate at the end of the first semester of the 2020-2021 school year; or
enrolled in a New York State high school from either a high school outside the state of New York or from another New York State high school where Regents examinations were not administered, and earned credit in a course for which they intended to take a corresponding Regents examination in January 2021.
were enrolled in a course of study during the 2020-2021 school year or in the August 2021 summer session that was intended to culminate in the student’s participation in a June or August 2021 Regents examination and the student earned credit in such course of study by the scheduled date of the June or August 2021 Regents examination;
were in grade 7 or grade 8 during the 2020-2021 school year, were enrolled in a course of study leading to a Regents examination, and have met the standards assessed in the provided coursework;
were enrolled in a course of study during the 2020-2021 school year that was intended to culminate in a Regents examination but failed to earn credit for such course of study by the end of the school year and the student subsequently returns for summer instruction and receives such credit in a 2021 summer school program pursuant to clause (b) of subparagraph (iv) of paragraph (8) of subdivision (d) of this section; or
were previously enrolled and earned credit in a course of study prior to the 2020-2021 school year that culminated in the associated Regents examination, the student has not yet passed the associated Regents examination, and the student demonstrated the intent to participate in the associated Regents examination in June or August 2021 in order to achieve a passing score.
were enrolled in a course of study that would ordinarily culminate in the taking of a Regents examination administered in one of the periods listed in subclause 4 of this clause and earn credit for such course of study by the end of the first semester of the 2021-22 school year, or in the case of United States history and government, earn credit in the course of study by the end of the first semester of the 2022-23 school year;
were enrolled in a course of study in grade 7 or grade 8 that would ordinarily culminate in the taking of a Regents examination administered in one of the periods listed in subclause 4 of this clause, and have met the learning standards in such course of study;
successfully completed a make-up program for the purpose of earning course credit between September 1, 2021, and the end of the first semester of the 2021-22 school year, or in the case of United States history and government, earn credit in the course of study by the end of the first semester of the 2022-23 school year;
were preparing to take a required Regents examination in order to graduate at the end of the first semester of the 2021-22 school year, or in the case of the Regents examination in United States history and government, were preparing to graduate at the end of the first semester of the 2022-23 school year;
transferred to a New York State high school from either a high school located outside of New York State or from another New York State high school in which Regents examinations were not administered, and earned credit in a course for which they intended to take a corresponding Regents examination in January 2022, or in the case of United States history and government, one of the periods listed in subclause (4) of this clause.
For purposes of meeting diploma requirements contained in subdivision (g) of this section, students who have demonstrated attainment of applicable New York learning standards in accordance with clause (a) of this subparagraph shall be exempt from the associated Regents examination requirements for such diploma.
For purposes of earning a Regents diploma with advanced designation pursuant to subparagraph (v) of paragraph (7) of subdivision (b) of this section, students who have demonstrated attainment of applicable New York learning standards in accordance with clause (a) of this subparagraph shall be exempted from the associated Regents examination requirements for such diploma.
The transcript and permanent record of students who have been deemed to have demonstrated attainment of the applicable New York learning standards and exempted from a State assessment pursuant to this paragraph shall indicate that the student has met the assessment requirement and shall not have a score recorded for such assessment.
Notwithstanding subparagraph (vii) of this paragraph, no entry shall be recorded on the transcript or permanent record of a student in the event that a parent or person in a parental relation declines the exemption to the graduation assessment requirement(s) in accordance with clause (b) of this subparagraph.
For the 2019-20 school year and the first semester of the 2021-22 school year, at least 10 calendar days and for the 2020-21 and second semester of the 2021-22 school years and thereafter, at least 30 calendar days prior to the date on a which a student shall receive a high school diploma, the superintendent, or school principal of a charter school, or chief administrative officer of a registered nonpublic high school shall send notification by letter and also by email and text, if available, to the parents or persons in parental relation of all students scheduled to graduate who have been exempted from a graduation assessment requirement pursuant to this section or paragraph (10) of subdivision (d) of section 100.6 of this title. Such notification shall be sent in English and translated, when appropriate, into the recipient’s native language or mode of communication.
the decision of a parent or person in parental relation to decline the graduation assessment requirement exemption is irrevocable;
the student will not be eligible to graduate until he or she meets all the graduation assessment requirements, including those that were eligible for an exemption and the parent declined such exemption pursuant to this subparagraph; and
the child will remain eligible to receive a free public education until the end of the school year in which the child attains the age of 21 or earns a diploma, whichever shall occur first.
Such notification shall include an enclosed declination form prescribed by the Commissioner to be filled out by parents or person in parental relation. Such form shall be submitted to the student’s school via mail, email or text. Schools shall also accept submissions not on such declination form by parents or persons in parental relation that provide substantially equivalent information about their intent to decline the exemption to the graduation assessment requirements.
Upon receipt of the duly executed parental declination request, the superintendent of schools, charter school, or chief administrative officer of a registered nonpublic high school principal shall inform the parent or person in parental relation of the status of the declination request and the remaining graduation assessment requirement(s) that the student must meet in order to graduate.
Notwithstanding the provisions of this subparagraph, where a student with a disability has an individualized education program (IEP) and/or other documentation from the Committee on Special Education indicating that the plan/recommendation for the student was to return to school to continue his or her education, a school may not confer a diploma for such student until a parent or person in parental relation confirms in writing that such student should receive a diploma.
one unit of credit in American history; and
one half unit of credit in participation in government and one half unit of credit in economics; or
the equivalent of clauses (a) and/or (b) of this subparagraph, as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered nonpublic high school.
one unit of credit in American history;
one half unit of credit in participation in government and one half unit of credit in economics; and
two units of credit in global history and geography; or
the equivalent of clauses (a), (b) and/or (c) of this subparagraph, as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered nonpublic high school.
All students first entering grade nine in 1984 and thereafter through the 2000-2001 school year shall earn two units of credit in mathematics in accordance with the following criteria: The second unit of credit in mathematics shall deepen the understanding or broaden the application of a student's mathematical concepts beyond the general high school mathematics program and in accordance with criteria established by the commissioner.
All students first entering grade nine in 1984 and thereafter through the 2000-2001 school year shall earn two units of credit in science in accordance with the following criteria: The second unit of credit in science shall deepen the understanding or broaden a student's application of life, physical and/or earth sciences beyond the level in the State science syllabi for grades 7, 8 and 9 and in accordance with criteria established by the commissioner.
In order to obtain a Regents diploma, students first entering grade nine in 1984 or before shall successfully complete a sequence of three units of credit in one of the following areas: science, mathematics, a language other than English, music, art or career and technical education subjects. Such units of credit shall be included in the 18 units of credit required pursuant to paragraph (a)(1) of this section.
a sequence of three units of credit in each of two career and technical education subjects, or in each of two languages other than English, or in each of two of the following areas: mathematics, science, a language other than English, career and technical education, art or music, provided that, for students first entering grade nine in 1988 and thereafter through the 2000-2001 school year, three-unit sequences in each of two career and technical education subjects may not be used to meet the requirements of this clause and each three-unit sequence in career and technical education shall meet the requirements of section 100.2(h)(3) of this Part; or
a sequence of three units of credit in mathematics, science, a language other than English, a career and technical education subject, art or music, and a sequence of five units of credit in either English or social studies, provided that, for students first entering grade nine in 1988 and thereafter through the 2000-2001 school year, such three-unit sequence in career and technical education meets the requirements of section 100.2(h)(3) of this Part; or
a sequence of five units of credit in mathematics, science, a language other than English, a career and technical education subject, art or music, provided that a student selecting a sequence of five units of credit in a language other than English may use such sequence to meet the requirements set forth in subparagraph (ii) of this paragraph, and further provided that for students first entering grade nine in 1988 and thereafter through the 2000-2001 school year, such a sequence of five units of credit in a career and technical education subject shall meet the requirements of section 100.2(h)(4) of this Part; and
for students first entering grade nine in 1985 or thereafter through the 2000-2001 school year who take a sequence of not less than five units of credit in career and technical education subjects, art or music, the three-unit sequence required by this subparagraph may be in a language other than English or in any other subject area; and
a student identified as having a disability which adversely affects the ability to learn a language may be excused from the language other than English requirement set forth in this subparagraph if such student's individualized education program indicates that such requirement is not appropriate to the student's special education needs. Such a student need not have a sequence in a language other than English but must meet the requirements for the total number of credits required for a diploma.
Any three or five units of credit sequence in a language other than English shall consist of courses in a single language.
Units of credit received by a student pursuant to paragraph (2) of this subdivision shall be included in the 18½ units of credit required pursuant to paragraph (a)(2) of this section, provided that a sequence in career and technical education may be applied toward a Regents diploma only if such sequence has been approved by the department.
the Regents comprehensive examination in English;
the Regents comprehensive examination in social studies; and
the Regents examinations, or their equivalents, in the courses comprising the student's required sequence.
the Regents comprehensive examination in a language other than English, except that students identified in clause (2)(ii)( a ) of this subdivision or excused from the language other than English requirement pursuant to clause (2)(ii)( b ) of this subdivision shall not be required to pass such examination;
the Regents examination in American history and government;
Regents examinations for the courses in mathematics required pursuant to subparagraph (a)(2)(iii) and paragraph (a)(7) of this section;
Regents examinations for the courses in science required pursuant to subparagraph (a)(2)(iv) and paragraph (a)(8) of this section; and
Regents examinations, as required by the commissioner, for the courses in any sequence followed pursuant to paragraph (2) of this subdivision.
the Regents examination in global studies; and
career and technical education proficiency examinations, as defined in section 100.1(k) of this Part, for any career and technical education sequence for which such tests are available.
the unit of study is taught in accordance with a State syllabus approved by the department for use in a commencement-level course; or
if no State syllabus for the course is available, the unit of study is taught in accordance with a locally developed syllabus approved by the department for use in a commencement-level course.
Regents diploma;
Regents diploma with an advanced designation;
State high school equivalency diploma as provided in section 100.7 of this Part;
High School Individualized Education Program diploma as provided in section 100.9 of this Part;
Regents diploma, or Regents diploma with an advanced designation, with an affixed technical endorsement awarded upon completion of an approved career and technical education program pursuant to paragraph (d)(6) of this section;
Skills and achievement commencement credential as provided in section 100.6(a) of this Part; or
New York State career development and occupational studies commencement credential as provided in section 100.6(b) of this Part.
A local school district may award a student a Regents diploma with honors or a Regents diploma with advanced designation with honors to a student who achieves an average of 90 percent in all Regents examinations required for the diploma. Each Regents examination score carries a weight of one and such score shall not be multiplied by the number of units of study being examined. Averages below 90.0 percent shall not be rounded upward to 90 percent.
Notwithstanding the provisions of clause (a) of this subparagraph, a district may award a Regents diploma with honors or a Regents diploma with advanced designation with honors to a student who has substituted no more than two alternative assessments approved pursuant to section 100.2(f) of this Part for a Regents examination required for the diploma. In such instance, the student's score on any substituted alternative assessments shall not be considered in the calculation to determine whether such student has achieved an average of 90 percent.
Notwithstanding the provisions of clauses (a) and (b) of this subparagraph, Regents examination requirements that have been exempted pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section shall not be considered in the calculation to determine whether such student has achieved an average of 90 for purposes of awarding a Regents diploma with an honors endorsement provided the student has at least three Regents examinations scores. In the event the student has fewer than three Regents exam scores due to being exempted pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section, the student’s final course grade for each course in which a Regents examination exemption was granted shall be substituted for the Regents exam score in determining whether such student has achieved an average of 90 for purposes of awarding a Regents diploma with honors endorsement.
Earning a Regents or local high school diploma shall be deemed to be equivalent to receipt of a high school diploma pursuant to Education Law, section 3202(1) and shall terminate a student's entitlement to a free public education pursuant to such statute. Earning a high school equivalency diploma, an Individualized Education Program diploma, or either a skills and achievement commencement credential or a New York State career development and occupational studies commencement credential as set forth in section 100.6 of this Part shall not be deemed to be equivalent to receipt of a high school diploma pursuant to Education Law, section 3202(1) and shall not terminate a student's entitlement to a free public education pursuant to such statute.
English, four units of credit and the Regents comprehensive examination in English or an approved alternative pursuant to section 100.2(f) of this Part.
a half unit of credit in economics and a half unit of credit in participation in government; or
the equivalent of subitems ( A ) and/or ( B ) of this item, as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered nonpublic high school; or
two units of credit in global history and geography; and
the equivalent of subitems ( A ), ( B ) and/or ( C ) of this item, as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered nonpublic high school; and
the assessments as required by subparagraph (a)(5)(i) of this section.
Mathematics, three units of credit and a commencement level Regents examinations in mathematics designated by the commissioner or an approved alternative pursuant to section 100.2(f) of this Part.
Science, three units of credit and one of the Regents examinations in science or an approved alternative pursuant to section 100.2(f) of this Part. In order to qualify to take a Regents examination in any of the sciences a student must complete 1,200 minutes of laboratory experience which may be met through any combination of hands-on and simulated laboratory experience with satisfactory documented laboratory reports. The 1,200 minutes of laboratory experience must be in addition to the required classroom instruction associated with earning a unit of credit, provided, however, for the 2019-2020 and 2020-2021 school years, including the 2020 and 2021 summer sessions, the 1,200 minutes of laboratory experience is not required for a student to qualify to take a Regents examination where such student is unable to meet the 1,200-minute requirement due to the COVID-19 crisis and, provided further, that 1,200 minutes of laboratory experience is not required for a student to be exempted from a Regents examination pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section.
The arts (including dance, media arts, music, theater, and visual arts), one unit of credit, which may be a specialized course that meets the arts standards at the commencement level as prescribed in subdivision (t) of section 100.1 of this Part. Any arts course for which credit will be awarded to meet the one unit of credit requirement for graduation must be taught by a certified teacher.
Health, one half unit of credit which may be a specialized course which meets the health standards at the commencement level as prescribed in subdivision (t) of section 100.1 of this Part. Any health course for which credit will be awarded to meet the one half unit of credit requirement for graduation must be taught by a certified teacher.
World languages, one unit of commencement-level credit. A student identified as having a disability which adversely affects the ability to learn a language may be excused from the world languages requirement set forth in this subparagraph if such student's individualized education program indicates that such requirement is not appropriate to the student's special educational needs. Such a student need not have a sequence in a world language but must meet the requirements for the total number of credits required for a diploma.
Physical Education, two units of credit, except that a student who has completed the diploma requirements in fewer than eight semesters shall not be required to continue enrollment in high school for the sole purpose of completing the physical education requirements.
Additional units in English language arts, mathematics, social studies, science, the arts, world languages, career and technical education, or any other subject area approved by the commissioner to a total of 22 units of credit.
The State learning standards in technology may be met either through a course in technology education or through an integrated course combining technology with mathematics and/or science. A commencement-level course in technology education may be used as the third unit of credit in science or mathematics but not both.
The learning standards for parenting may be met either through a separate course in parenting or through integration in a course in health or family and consumer sciences.
The State learning standards in computer science may be met either through a course in computer science or through an integrated course.
Mathematics A and Mathematics B; or
Mathematics A and Algebra 2/Trigonometry; or
Mathematics B and Integrated Algebra; or
Mathematics A or Integrated Algebra or Algebra I (common core); and
Geometry or Geometry (common core); and
Mathematics B or Algebra 2/Trigonometry or Algebra II (common core); and
for students who elect to meet the requirements for a Regents diploma through the mathematics pathway assessment in item (a)(5)(i)(f)(1)(ii) of this section, such students must also pass one additional assessment in mathematics in a different course selected from the list of department approved alternatives pursuant to section 100.2(f) of this Part in addition to those specified in item (1)(i) or (ii) of this subclause; and
one additional Regents examination in science or a department-approved alternative, for a total of two Regents examinations, with at least one in life science and at least one in physical science; or
for students who elect to meet the requirements for a Regents diploma through the science pathway assessment in item (a)(5)(i)( f )( 1 )( ii ) of this section, such students must also pass one additional Regents examination in science or a department-approved alternative, for a total of three Regents examinations, provided that the total number of science examinations passed include at least one in life science and at least one in physical science; and
two additional units in a language other than English for a total of three units and the Regents comprehensive assessment in that language when available. In those languages for which no Regents comprehensive assessment is available, a locally developed test, which is aligned to the checkpoint B learning standards for languages other than English, may be administered, provided, however, that for the 2019-2020 and 2020-2021 school years, due to the COVID-19 crisis districts may exempt students from passing a locally developed test where a student has earned three units of credit in a world language by the end of the 2020-2021 school year. Where a student has been exempted from a locally developed test aligned to the Checkpoint B learning standards, no score shall be recorded on the student’s transcript or permanent record for such test. A student identified as having a disability that adversely affects the ability to learn a language may be excused from the language other than English requirement set forth in this subparagraph if such student's individualized education program indicates that such requirement is not appropriate to the student's special educational needs. Such a student need not have a sequence in a language other than English but must meet the requirements for the total number of credits required for a diploma. Students completing a five-unit sequence in career and technical education or the arts (visual arts, music, dance, and theatre) are not required to complete the additional two units of the language other than English requirement for the Regents diploma with advanced designation but must still meet the requirements for the total number of units of credit.
For students with disabilities who first enter grade nine in or after September 2001 and prior to September 2011 and who fail required Regents examinations for graduation but pass Regents competency tests in those subjects, as provided for in paragraph (a)(5) of this section, a local diploma may be issued by the local school district.
For students with disabilities who first enter grade nine in September 2005 and thereafter, a score by such student of 55-64 may be considered as a passing score on any Regents examination required for graduation, and in such event and subject to the requirements of paragraph (c)(6) of this section, the school may issue a local diploma to such student.
each examination for which the student earned a score of 45-54 must be compensated by a score of 65 or higher on a separate examination; a score of 65 or higher on a single examination may not be used to compensate for more than one examination for which the student earned a score of 45-54; and
the student has attained a passing grade, that meets or exceeds the required passing grade by the school, for the course in the subject area of the Regents examination in which he or she received a score of 45-54; and
the student has a satisfactory attendance rate, in accordance with the district’s or school’s attendance policy established pursuant to section 104.1(i)(2)(v) of this Title, for the school year during which the student took the Regents examination in which he or she received a score of 45-54, exclusive of excused absences; and
a student shall not use the compensatory score option if the student is using a passing score on one or more Regents competency tests (RCT) pursuant to clause (a) of this subparagraph to graduate with a local diploma.
For students who first enter grade nine in or after September 2001 and prior to September 2005, a score by a student of 55-64, as determined by the school, may be considered as a passing score on any Regents examination required for graduation and, in such event, the school may issue a local diploma to such student.
For students who first enter grade nine in or after September 2005 and prior to September 2008, a score by a student of 55-64, as determined by the school, may be considered as a passing score on any Regents examination required for graduation and, in such event and subject to the requirements of paragraph (c)(6) of this section, the school may issue a local diploma to such student.
Students who first enter grade nine in September 2008, and thereafter, must attain a score of 65 or above on all required Regents examinations in order to earn a Regents diploma or a Regents diploma with advanced designation.
Students who first enter grade nine in September 2009 and thereafter who complete all coursework and testing requirements for the Regents diploma with advanced designation in mathematics and/or science, and who pass, with a score of 85 or better, three commencement level Regents examinations in mathematics and/or three commencement level Regents examinations in science, will earn a Regents diploma with advanced designation, with an annotation on the diploma that denotes mastery in mathematics and/or science, as applicable, except that students who pass, with a score of 85 or better two commencement level Regents examinations in mathematics and/or science and who have been exempted from a third Regents examination in math and/or science due to the COVID-19 crisis pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section, will earn a Regents diploma with advanced designation, with an annotation on the diploma that denotes mastery in mathematics and/or science as applicable. In cases where two exemptions have been granted for a Regents examination in math or science due to the COVID-19 crisis pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section, such student will earn a mastery endorsement if such student earns a final course average of 85 or greater for each math or science course for which a Regents examination exemption was granted.
evidence of service during World War II (December 7, 1941 through December 31, 1946) or the Korean Conflict (June 27, 1950 through January 31, 1955) or the Vietnam War (May 1, 1961 through April 30, 1975) and receipt of an honorable discharge. Such documentation may include a copy of discharge papers or other such documents or a letter from a recognized veterans agency affirming such service; and
a statement affirming in writing that the candidate is a resident of New York State and does not possess a high school diploma.
Upon submission of documentation meeting the requirements of clause (a) of this subparagraph, the school district to which such documentation is submitted shall issue the candidate a local diploma. No fee shall be charged for such issuance.
The next of kin of a deceased veteran may apply for and receive such diploma, on behalf of the deceased, upon submission of documentation meeting the requirements of clause (a) of this subparagraph, together with a copy of a death certificate for such deceased veteran or other satisfactory proof of death, and satisfactory proof of such kinship.
Students entering grade nine in the 2000-2001 school year or before may earn a local diploma. In order to obtain a local diploma, students first entering grade nine in 1984 or before, shall successfully complete a sequence of three units of credit in one of the following areas: science, mathematics, a language other than English, music, art or career and technical education subjects. Such units of credit shall be included in the 16 units of credit required pursuant to paragraph (a)(1) of this section.
a sequence of three units of credit in each of two career and technical education subjects, or in each of two languages other than English, or in each of two of the following areas: mathematics, science, a language other than English, career and technical education, art or music, provided that, for students first entering grade nine in 1988 and thereafter through 2000, three-unit sequences in each of two career and technical education subjects may not be used to meet the requirements of this clause and each three-unit sequence in career and technical education shall meet the requirements of section 100.2(h)(3) of this Part; or
a sequence of three units of credit in mathematics, science, a language other than English, a career and technical education subject, art or music, and a sequence of five units of credit in either English or social studies, provided that, for students first entering grade nine in 1988 and thereafter through the 2000-2001 school year, each three-unit sequence in career and technical education shall meet the requirements of section 100.2(h)(3) of this Part; or
a sequence of five units of credit in mathematics, science, a language other than English, a career and technical education subject, art or music, provided that for students first entering grade nine in 1988 and thereafter through the 2000-2001 school year, such a sequence of five units of credit in a career and technical education subject shall meet the requirements of section 100.2(h)(4) of this Part.
Units of credit received by a student pursuant to paragraph (2) of this subdivision shall be included in the 18½ units of credit required pursuant to paragraph (a)(2) of this section, provided that a sequence in career and technical education may be applied towards a local diploma if such sequence has been approved by the department.
In order to obtain a local diploma, students first entering grade nine in 1987 and thereafter through 2000, and taking an approved career and technical education sequence, shall pass the appropriate career and technical education proficiency examinations, where available, as defined in section 100.1(k) of this Part.
students who first enter grade nine in September 2005 must attain a score of 65 or above on two of the five required Regents examinations and a score of 55 or above on the remaining three required Regents examinations;
students who first enter grade nine in September 2006 must attain a score of 65 or above on three of the five required Regents examinations and a score of 55 or above on the remaining two required Regents examinations;
students who first enter grade nine in September 2007 must attain a score of 65 or above on four of the five required Regents examinations and a score of 55 or above on the one remaining required Regents examination; and
notwithstanding the provisions of subparagraphs (i) through (iii) of this paragraph, school districts may accelerate the schedule of the required 65 or above scores on Regents examinations for students entering grade nine in September 2005, 2006 and 2007, in accordance with policy established by their boards of education.
based on the student's past academic performance, the superintendent of a school district or the chief administrative officer of a registered nonpublic high school or the chief administrator of an educational program administered or supervised by any State agency pursuant to Education Law sections 112 and 3202(7) and/or Parts 116 or 118 of this Title, or his or her designee, determines that the student will benefit academically by exercising this alternative;
the student achieves a score of at least 85 percent, or its equivalent as determined by the commissioner, on a State-developed or State-approved assessment pursuant to section 100.2(f) of this Part;
the student passes an oral examination or successfully completes a special project to demonstrate proficiency, in such knowledge, skills and abilities normally developed in the course but not measured by the relevant Regents examination or State-approved examination if used, as determined by the principal or the chief administrator of an educational program administered by a State agency; and
the student attends school, or received substantially equivalent instruction elsewhere, in accordance with section 3204(2) of the Education Law, until the age of 16, pursuant to sections 3204 and 3205 of the Education Law.
A student who earns a score of at least 85 on a Regents examination in mathematics and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who earns a score of at least 85 on a Regents examination in science and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who earns a score of at least 85 on a State-developed or State-approved assessment in career and technical education and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who earns a score of at least 85 on a Regents examination in United States history and government and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who earns a score of at least 85 on a Regents examination in global history and geography and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who earns a score of at least 85 on the Regents comprehensive examination in English and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who, prior to the commencement of the 2010-2011 school year, earns a score of at least 85 on the State second language proficiency examination in accordance with section 100.2(d)(3) of this Part and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who earns a score of at least 85 on the comprehensive second language Regents examination and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive three units of credit.
A student who earns a score of at least 85 on a State-developed or State-approved assessment in the arts (visual arts, music, dance and theatre) and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
Credit by examination shall be awarded to a student enrolled in an educational program administered by a State agency pursuant to paragraph (5) of this subdivision.
by participating in a school's major performing groups, such as band, chorus, orchestra, dance group, or theater group; or
by participating, only in exceptional situations, in an advanced out-of-school art or music activity. Credit for such participation shall be upon recommendation by the student's dance, media arts, music, theater, or visual arts teacher, shall be approved by the department chairperson in the arts, if there is one, and by the school principal, and shall be consistent with the goals and objectives of the school's arts program.
A student may receive a unit of credit for participation in such activities if such participation is equivalent to a unit of study, or a student may receive one half unit of credit for such activity equivalent to one half unit of study.
Regents diploma. Students first entering grade nine in 1984 and thereafter through the 2000-2001 school year may use one unit of credit earned in an occupationally related science or mathematics course, a Regents science or a Regents mathematics course, both towards meeting the science or mathematics requirement for a Regents diploma and towards an approved sequence in career and technical education, only if such courses are approved by the commissioner for such purpose. For occupationally related science and mathematics courses, such approval shall be granted only upon the submission of evidence that such courses are equivalent to Regents courses in science and mathematics. However, the unit of credit earned for such a course shall count as only one unit of credit towards the units of credit required for a Regents diploma.
Local diploma. Students first entering grade nine in 1984 and thereafter through the 2000-2001 school year may use one unit of credit earned in the occupationally related mathematics course or the business mathematics course, and/or one unit of credit earned in the occupationally related science course towards meeting the mathematics and/or science requirements or sequence requirements in mathematics or science for a local diploma, provided that such courses shall be taught in accordance with the appropriate State-developed learning standards.
Scores obtained on alternative examinations as designated by the commissioner, pursuant to section 100.2(p) of this Part may be used in lieu of the corresponding Regents examination requirements for a high school diploma, required pursuant to paragraphs (a)(1)-(2) and subdivision (b) of this section, and to satisfy the requirements of the Regents competency testing program set forth in paragraph (a)(4) of this section.
Registered high schools. The principal shall grant transfer credit for all credit awarded by any New York State registered public or nonpublic high schools.
Except as provided in subclause (2) of this clause, the principal, after consultation with relevant faculty, may award transfer credit for work done at other educational and cultural institutions and for work done through independent study. The decision as to whether or not to award transfer credit for work done at educational institutions other than New York State registered high schools shall be based on whether the record indicates that the work is consistent with New York State commencement learning standards and is of comparable scope and quality to that which would have been done in the school awarding the credit.
Definitions. For purposes of this subdivision, "State agency" means a State department or agency or political subdivision, except a board of education or a board of cooperative educational services, that provides or supervises an educational program pursuant to Education Law sections 112 and 3202(7) and Parts 116 or 118 of this Title.
has completed coursework that is aligned with the applicable New York State commencement-level learning standards, including the New York State Common Core Learning Standards, and that meets the requirements of this Part for the award of units of credit including, but not limited to, the requirement for 180 minutes of instruction per week throughout the school year, or the equivalent, as set forth in section 100.1(a) of this Part; and/or
has met the requirements for the award of credit by examination pursuant to paragraph (1) of this subdivision; and/or
has met the requirements for the award of make-up credit pursuant to paragraph (8) of this subdivision; and/or
has met the requirements for the award of credit for independent study pursuant paragraph (9) of this subdivision; and
the student was provided instruction by a teacher certified pursuant to Part 80 of this Title or, where the coursework was for make-up credit, the student was provided instruction in accordance with the requirements of paragraph (8) of this subdivision or where the coursework was provided through virtual instruction and/or blended instruction in accordance with the requirements of subdivision (u) of section 100.2 of this Part.
A student transferring between high schools in grade 11 or 12 may be exempt from the second language requirements of three units of credit in one second language, for a Regents diploma with advanced designation, as set forth in paragraph (b)(3) and clause (b)(5)(ii)( b ) of this section, if the language in which the student began a second language sequence in grade nine or 10 is not offered in the school to which the student has transferred. In such cases, the student shall complete three units of credit in second languages but not necessarily in a single language.
Students who enter a registered New York State high school for the first time in grade 11 in the 2000-2001 school year but prior to the 2002-2003 school year, other than those students who have received home instruction pursuant to section 100.10 of this Part in New York State or who have been enrolled in a registered or non-registered public or nonpublic New York State high school, in order to receive a local high school diploma must pass the Regents comprehensive examination in English, a Regents examination in mathematics, a Regents examination in United States history and government, and a Regents examination in science, or approved alternatives. The principal may exempt such student from the requirement for the Regents examination in global history and geography ordinarily taken and passed before the date of the student's entry.
Students who enter a registered New York State high school for the first time in grade 11 in the 2002-2003 school year and thereafter, or who reenter a registered New York State high school in grade 11 after having been enrolled in a registered New York State high school for three or fewer semesters, other than those students who have received home instruction pursuant to section 100.10 of this Part in New York State or who have been enrolled in a registered or non-registered public or nonpublic New York State high school, in order to receive a high school diploma must pass the Regents examination in English Language Arts, a Regents examination in mathematics, a Regents examination in United States history and government, and a Regents examination in science, or approved alternatives. The principal may exempt such student from the requirement for the Regents examination in global history and geography ordinarily taken and passed before the date of the student's entry. Additionally, for such student who first enters grade 11 in a registered New York State high school, or who reenter a registered New York State high school in grade 11 after having been enrolled in a registered New York State high school for three or fewer semesters, in the 2018-2019 school year and thereafter, the principal may exempt the student from the two units of credit requirement in global history and geography by substituting two units of credit in social studies.
Students who enter a registered New York State high school for the first time in grade 12 in the 2002-2003 school year but prior to the 2004-2005 school year, other than those students who have received home instruction pursuant to section 100.10 of this Part in New York State or who have been enrolled in a registered or non-registered public or nonpublic New York State high school, in order to receive a local high school diploma must pass the Regents Comprehensive Examination in English, a Regents examination in mathematics, and a Regents examination in United States history and government, or approved alternatives. The principal may exempt a student from the requirement for the Regents examination in science and the Regents examination in global history and geography ordinarily taken and passed before the date of the student's entry.
Students who enter a registered New York State high school for the first time in grade 12 in the 2004-2005 school year and thereafter, or who reenter a registered New York State high school in grade 12 after having been enrolled in a registered New York State high school for three or fewer semesters, other than those students who have received home instruction pursuant to section 100.10 of this Part in New York State or who have been enrolled in a registered or non-registered public or nonpublic New York State high school in order to receive a high school diploma must pass the Regents examination in English, a Regents examination in mathematics, and a Regents examination in United States history and government, or approved alternatives. The principal may exempt such student from the requirement for the Regents examination in science and the Regents examination in global history and geography ordinarily taken and passed before the date of the student's entry. Additionally, for such student who first enters grade 12 in a registered New York State high school in the 2019-2020 school year and thereafter, or who reenter a registered New York State high school in grade 12 after having been enrolled in a registered New York State high school for three or fewer semesters, the principal may exempt the student from the two units of credit requirement in global history and geography by substituting two other units of credit in social studies.
Transfer students who are exempted from taking specific State assessments shall have their transcript and permanent records so annotated.
An integrated career and technical education course shall mean a course that combines career and technical education and academic commencement level learning standards and may be jointly developed and taught by an academic subject teacher and/or a career and technical education teacher. Successful completion of one unit of study in an integrated career and technical education course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. For students who have not successfully completed the Regents examination(s) in the academic subject areas, the course(s) must be taught by a teacher certified in that subject.
A technical assessment is an industry-developed assessment consisting of written examination(s), student project(s) and student demonstration(s) of technical skills to measure proficiency in a specific technical field through the application of national standards in such technical field. If no assessment exists in a particular technical field, a school district and/or board of cooperative educational services may form a consortium to solicit local, regional or national businesses or related professional organizations to create an assessment.
five assessments as described in paragraph (a)(5) of this section; and
specialized courses as defined in subparagraph (b)(7)(iv) of this section;
integrated career and technical education courses; or
a combination of specialized and integrated career and technical education courses.
the requirements set forth in clause (a) of this subparagraph; and
a technical assessment, except that for the 2019-2020 and 2020-2021 school years, due to the State of emergency declared by the Governor pursuant to an Executive Order for the COVID-19 crisis, students who have earned the applicable credits in an approved career and technical education program pursuant to subparagraph (iv) of this paragraph intended to prepare a student for a technical assessment shall be exempted from such technical assessment and shall not have such assessment recorded on his or her transcript or permanent record.
a technical assessment.
a list of specialized courses as defined in subparagraph (b)(7)(iv) of this section, integrated career and technical education courses or combination of such specialized and integrated courses and a certification providing assurance that such courses will be available to students upon approval of the application by the department;
a technical and academic curriculum that achieves the commencement level of the appropriate New York State learning standards for all courses in the career and technical education program, including integrated and/or specialized English, mathematics, science, economics and government, and faculty with State certification in appropriate academic, technical, and/or special subjects;
identification of the technical assessment to be used for each career and technical education program area;
identification of any postsecondary articulation agreements;
identification of work-based learning experiences for students;
a work skills employability profile to document student attainment of technical knowledge, work-related skills, endorsements and licenses; and
an assurance that data on student progress and performance will be made available to evaluate success on Regents examinations or approved alternatives, technical assessments, and placement in employment, the military or postsecondary education programs;
a certification that the board of education or board of cooperative educational services has formed a committee that shall include local, State and/or regional experts composed of, but not limited to, educators, labor, business and industry, and other community representatives, and members of component boards of education of the applicant board of cooperative educational services, to review the self-study and the career and technical education program, identify any gaps in meeting the State criteria and local needs and recommend strategies to address these gaps.
A career and technical education program that meets the requirements of this paragraph may be approved by the commissioner for a period of five years, provided that a board of education and/or board of cooperative educational services may reapply thereafter, in a format and by a date prescribed by the commissioner, for program approval for additional five-year periods.
has scored within five points of the 65 passing score on the required Regents examination under appeal and has attained at least a 65-course average in the subject area of the Regents examination under appeal;
provides evidence that he or she has received academic intervention services by the school in the subject area of the Regents examination under appeal; and
has attained a course average in the subject area of the Regents examination under appeal that meets or exceeds the required passing grade by the school and is recorded on the student's official transcript with grades achieved by the student in each quarter of the school year.
has scored between 55-59 on the required Regents examination in English language arts under appeal;
provides evidence that he or she has received academic intervention services by the school in English language arts; and
has attained a course average in English language arts that meets or exceeds the required passing grade by the school and is recorded on the student’s official transcript with grades achieved by the student in each quarter of the school year.
has scored within three points of a score of 55 on the required Regents examination under appeal and has attained at least a 65-course average in the subject area of the Regents examination under appeal; and
has met the criteria specified in subclauses (a)(2)-(3) of this subparagraph.
In considering appeals pursuant to clause (a)-(c) of this subparagraph, superintendents may consider the recommendations of the standing committee, a recommendation from the student’s teacher or any other evidence presented or collected related to the student’s attainment of the learning standards for the corresponding course of such Regents Exam.
An appeal may be initiated by the student, the student's parent or guardian, or the student's teacher, and shall be submitted in a form prescribed by the commissioner to the student's school principal.
The school principal shall chair a standing committee comprised of three teachers (not to include the student's teacher in the subject area of the Regents examination under appeal) and two school administrators (one of whom shall be the school principal) provided, however, that where a school does not employ the requisite number of teachers and/or administrators, the superintendent may appoint another school or district personnel who holds a pupil personnel service, teaching and/or administrative certificate or license to serve on such committee. The standing committee shall review an appeal within 10 school days of its receipt and make a recommendation to the school superintendent or, in the City School District of the City of New York, to the chancellor of the city school district or his/her designee, to accept or deny the appeal. The standing committee may interview the teacher or department chairperson who recommended the appeal, and may also interview the student making the appeal to determine that he or she has demonstrated the knowledge and skills required under the State learning standards in the subject area in question.
The school superintendent or, in the City School District of the City of New York, the chancellor of the city school district or his/her designee, shall make a final determination to accept or deny the appeal. The school superintendent or chancellor or chancellor's designee may interview the student making the appeal to determine that the student has demonstrated the knowledge and skills required under the State learning standards in the subject area in question.
A student whose appeal is accepted for one required Regents examination pursuant to clause (i)(a) of this paragraph, and who has attained a passing score of 65 or above on each of the four remaining required Regents examinations (or satisfied the corresponding graduation requirement via an alternative assessment pursuant to section 100.2(f)(1) of this Part or a pathway assessment pursuant to clause (a)(5)(i)(f) of this section), shall earn a Regents diploma.
A student whose appeal is accepted for two required Regents examinations pursuant to clause (i)(a) of this paragraph, and who has attained a passing score of 65 or above on each of the three remaining required Regents examinations (or satisfied the corresponding graduation requirement via an alternative assessment pursuant to section 100.2(f)(1) of this Part or a pathway assessment pursuant to clause (a)(5)(i)(f) of this section), shall earn a local diploma.
A student whose appeal is accepted for the required Regents examination in English language arts pursuant to clause (i)(b) of this paragraph, and who has attained a passing score of 65 or above on each of the four remaining required Regents examinations (or satisfied the corresponding graduation requirement via an alternative assessment pursuant to section 100.2(f)(1) of this Part or a pathway assessment pursuant to clause (a)(5)(i)(f) of this section), shall earn a local diploma.
A student whose appeal is accepted for the required Regents examination in English language arts pursuant to clause (i)(b) of this paragraph and for one other required Regents examination pursuant to clause (i)(a) of this paragraph, and who has attained a passing score of 65 or above on each of the three remaining required Regents examinations (or satisfied the corresponding graduation requirement via an alternative assessment pursuant to section 100.2(f)(1) of this Part or a pathway assessment pursuant to clause (a)(5)(i)(f) of this section), shall earn a local diploma.
Each school shall keep a record of all appeals received and granted and report this information to the State Education Department on a form prescribed by the Commissioner. All school records relating to appeals of scores on required Regents examinations shall be made available for inspection by the State Education Department.
taken the Regents examination during the June 2022, August 2022, January 2023, June 2023, or August 2023 test administration periods;
earned a score of 50-64 on the Regents examination that is the subject of the appeal; and
attained a course average in the corresponding course of such Regents examination that meets or exceeds the required passing grade by the school and is recorded on the student’s official transcript with grades achieved by the student in each quarter of the school year.
A student need only take the Regents examination under appeal one time during the specific administrations listed above to be eligible to appeal pursuant to this subparagraph.
A student does not need to take advantage of academic assistance provided by the school in the subject tested by the Regents examination under appeal to be eligible to appeal pursuant to this subparagraph.
Such special appeals may be applied towards a local, Regents or Regents with an Advanced Designation diploma.
Special appeals granted pursuant to this subparagraph for lower scores earned during these specific administrations shall not count towards the maximum number of appeals that can be applied to a local, Regents, or Regents with Advanced Designation diploma.
In considering such special appeals, superintendents may consider the recommendations of the standing committee, a recommendation from the student’s teacher or any other evidence presented or collected related to the student’s attainment of the learning standards for the corresponding course of such Regents examination.
A student’s parent or person in parental relation may refuse an appeal granted to the student pursuant to this subparagraph if the parent wishes the student to remain in school and receive additional instruction. Such appeal may be considered again at any time before the student graduates.
To receive credit, the student shall successfully complete a make-up credit program and demonstrate mastery of the learning outcomes for the subject, including passing the Regents examination in the subject or other assessment required for graduation, if applicable, provided, however, that a student shall not be required to pass such Regents examination or other assessment where such student has been exempted from such examination or assessment pursuant to paragraph (5) of subdivision (a) of this section.
be aligned with the applicable New York State learning standards for such subject;
satisfactorily address the student's course completion deficiencies and individual needs; and
a school district teacher who is certified in the subject matter area; or
a teacher from a board of cooperative educational services (BOCES) that contracts with the school district to provide instruction in the subject matter area pursuant to Education Law section 1950, and who is certified in such area; or
a teacher of the subject matter area in the registered nonpublic school, charter school or educational program administered by a State agency pursuant to Education Law section 112 and Part 116 of this Title.
In the case of a school district or registered nonpublic school, the student's participation in the make-up credit program shall be approved by a school-based panel consisting of, at a minimum, the principal, a teacher in the subject area for which the student must make up credit, and a guidance director or other administrator.
repeating an entire course;
taking the course again as part of a summer school program;
receiving intensive instruction in the deficiency areas of the course; or
is comparable in scope and quality to regular classroom instruction;
provides for documentation of satisfactory student achievement; and
includes regular and substantive interaction between the student and the teacher providing direction and/or supervision pursuant to clause (ii)( c ) of this paragraph.
Make up credit shall be awarded to a student enrolled in an educational program administered by a State agency pursuant to paragraph (5) of this subdivision.
a school district or a registered nonpublic school shall, and a charter school may, provide its students with an opportunity to earn such credit through independent study;
the student has demonstrated readiness and has a high likelihood of success (may be indicated by a given grade point average in general or in the given subject area, as determined by the school district or registered nonpublic school) in each subject in which he or she seeks to undertake independent study; and
the student has accumulated the expected number of units of credit for the student's grade level; and
the student has passed the appropriate number of Regents examinations or other assessments required for graduation, for the student's grade level.
The principal, after consultation with relevant faculty, shall award credit to the student for successful completion of the independent study and demonstrated mastery of the learning outcomes for the subject. Credit for independent study shall be awarded to a student enrolled in an educational program administered by a State agency pursuant to paragraph (5) of this subdivision.
academically rigorous and aligned to the New York State commencement-level learning standards;
overseen by a teacher knowledgeable and experienced in the subject area of the independent study;
based on a syllabus on file for each independent study; and
of comparable scope and quality to classroom work that would have been done at the school district, charter school or registered nonpublic school awarding the credit.
For purposes of this paragraph, credit for independent study may be awarded for elective courses only, and shall not be awarded for courses required for the Regents diploma as specified in subparagraph (b)(7)(iv) of this section.
completing the applicable credit requirements pursuant to this section; and
completing the requirements for the New York State career development and occupational studies commencement credential as provided in section 100.6(b) of this Part; and
passing four assessments, one in each of the four subject areas of English, mathematics, science and social studies (United States history and government or global history and geography), as set forth in clauses (a)(5)(i)( a )-( e ) of this section.
For purposes of this paragraph only, superintendent shall mean the superintendent of a school district; or the principal, head of school, or their equivalent, of a charter school or nonpublic school, as applicable.
has a current individualized education program and is receiving special education programs and/or related services pursuant to Education Law section 4402 and section 200.4 of this Title;
took the English Regents examination required for graduation pursuant to this section and achieved a minimum score of 55 or successfully appealed a score of between 52 and 54 on such examination pursuant to paragraph (7) of this subdivision, except as otherwise provided in subparagraph (v) of this paragraph; and
took a mathematics Regents examination required for graduation pursuant to this section and achieved a minimum score of 55 or successfully appealed a score of between 52 and 54 on such examination pursuant to paragraph (7) of this subdivision, except as otherwise provided in subparagraph (v) of this paragraph; and
participated in the remaining Regents examinations required for graduation pursuant to clauses (c), (d), (e) and (f) of subparagraph (a)(5)(i) of this section, but was unable to achieve a minimum score of 55 on one or more of the remaining assessments required for graduation or did not initiate an appeal of a score of between 52 and 54 on one or more such examinations pursuant to paragraph (7) of this subdivision, or was unable to use the compensatory score option for one or more such examinations pursuant to clause (7)(vi)( c ) of this subdivision; provided that nothing in this clause shall prohibit a student who uses the New York State career development and occupational studies commencement credential to meet requirements of clauses ( b ) and/or ( c ) of this subparagraph from requesting a review by the superintendent to determine whether the student has otherwise demonstrated proficiency in the knowledge, skills and abilities only for the subject area(s) of English language arts and/or mathematics; and
has earned the required course credits pursuant to this section and passed, in accordance with district policy, all courses required for graduation.
the superintendent shall consider evidence that the student attained a grade for the course that meets or exceeds the required passing grade by the school for the subject area(s) under review and such grade is recorded on the student’s official transcript with grades achieved by the student in each quarter of the school year. Such evidence may include, but need not be limited to, the student’s final course grade, student work completed throughout the school year and/or any interim grades on homework, class work, quizzes and tests; and
the superintendent shall consider the evidence that demonstrates that the student actively participated in the Regents examination(s) for the subject area(s) under review; and
the superintendent shall, as soon as practicable, in a form and manner prescribed by the commissioner, document the evidence reviewed for an eligible student with disability under this paragraph and make a determination as to whether the student met the requirements for issuance of a local diploma pursuant to this paragraph and certify that the information provided is accurate; and
Where the superintendent determines that the student has not met the requirements for graduation pursuant to this paragraph, the written notice shall inform the student and parent or person in parental relation to the student that the student has the right to attend school until receipt of a local or Regents diploma or until the end of the school year in which the student turns age 21, whichever shall occur first.
Where the superintendent determines that the student has met the requirements for graduation pursuant to this paragraph, the parent shall receive prior written notice pursuant to the requirements of section 200.5(a)(5)(ii) of this Title indicating that the student is not eligible to receive a free appropriate public education after graduation with the receipt of the local diploma pursuant to this paragraph; and
the superintendent shall, no later than August 31 of each year, provide the commissioner with a copy of the completed form for each student; and
the commissioner may conduct audits of compliance with the requirements of this paragraph.
On or after October 18, 2016, a superintendent shall only make a determination under this paragraph upon receipt of a written request from an eligible student's parent or guardian. Such request shall be submitted in writing to the student’s school principal or chairperson of the district's committee on special education. A written request received by the school principal, chairperson of the district's committee on special education, or any other employee of the school as applicable, shall be forwarded to school superintendent immediately upon its receipt.
For students with disabilities who are otherwise eligible to graduate in either the 2017-2018 school year or the 2018-2019 school year only, the school district, registered nonpublic high school or charter school may award the career development and occupational studies commencement credential to a student who has not met all of the requirements in section 100.6(b)(3)(ii) of this Part, for purposes of eligibility for the superintendent determination option pursuant to this paragraph, provided that the school principal, in consultation with relevant faculty, has determined that the student has otherwise demonstrated knowledge and skills relating to the commencement level career development and occupational studies learning standards. The principal must have evidence that the student has successfully completed relevant instructional and work-based learning activities during the student’s secondary school years that demonstrate the student has readiness skills for entry-level employment. Students who are awarded the career development and occupational studies commencement credential pursuant to this clause may not use such credential to meet the requirements set forth in section 100.5(d)(11) of this Part for the career development and occupational studies pathway to a local or Regents diploma.
The superintendent shall, in accordance with the requirements of subparagraph (iii) of this paragraph, conduct a review to determine whether such student has otherwise demonstrated proficiency in the knowledge, skills and abilities in English language arts and/or mathematics, in addition to reviewing any other subject areas required for graduation where the student was not able to demonstrate his/her proficiency of the State’s learning standards as measured by the corresponding Regents examination pursuant to clause (ii)( d ) of this paragraph.
completing the applicable credit requirements pursuant to this section;
completing the requirements for the New York State Seal of Civic Readiness as pursuant to subdivision (i) of this section; and
passing four assessments, one in each of the four subject areas of English, mathematics, science and social studies (United States History and government or global history and geography), as set forth in clauses (a)(5)(i)(a)-(e) of this section.
For purposes of this paragraph only, superintendent shall mean the superintendent of a school district or the principal, head of school, or their equivalent, of a charter school or registered nonpublic school, as applicable.
the student was enrolled in a course of study or makeup program during the 2021-2022 school year leading to a June 2022 Regents examination, earned credit in such course of study or makeup program by the scheduled date of such Regents examination, and participated in such Regents examination, but did not achieve a passing score on or qualify for a special appeal pursuant to paragraph (7) of this subdivision for such examination; or
the student was enrolled in a course of study or makeup program during the 2021-2022 school year that was intended to culminate in the student’s participation in a June 2022 Regents examination and the student earned credit in such course of study or make up program by the scheduled date of such Regents examination but was unable to participate in the examination due to illness, including isolation or other restrictions attributable to COVID-19. Such illness must be documented by the student’s physician or, in the case of required isolation due to COVID-19, the student must follow Centers for Disease Control and Prevention (CDC) and/or local guidelines for quarantine.
earned credit in all courses of study required for graduation in accordance with the grading policies of the school district, registered nonpublic high school, or charter school. In making this determination, the superintendent must consider the student’s final course grade as well as student work completed throughout the school year and/or interim grades on homework, class work, quizzes, and tests, and other measures of proficiency demonstrating the student has met the learning standards for such courses of study; and
participated in such June 2022 Regents examination or was unable to participate due to documented illness, including isolation or other restrictions attributable to COVID-19.
The superintendent shall document, on a form prescribed by the Commissioner, the evidence reviewed, and the special determination made and provide a copy of such to the student and the student’s parent or person in parental relation. The superintendent shall sign an assurance on the form that certifies that the information is accurate and the superintendent attests that the student has or has not met the requirements of this paragraph for a special determination to graduate with a local diploma. A copy of such form must be placed in the student’s record and another copy must be submitted to the Department by August 31, 2022.
Where the superintendent determines that the student has not met the requirements for a special determination prescribed in this paragraph, the superintendent shall inform the student and parent or person in parental relation that the student has the right to attend school until receipt of a local or Regents diploma or until the end of the school year in which the student turns age 21, whichever shall occur first.
A student’s parent or person in parental relation may refuse a special determination to graduate with a local diploma granted pursuant to this paragraph if the parent or person in parental relation wishes the student to remain in school and continue their educational program.
Notwithstanding the provisions of this paragraph, where a student with a disability has an individualized education plan (IEP) and/or other documentation from the Committee on Special Education indicating that the plan/recommendation for the student was to remain in school and continue his or her educational program, a school or district shall not confer a diploma for such student until a parent or person in parental relation confirms in writing that such student should receive a diploma.
earning 3 units of diploma credit in the arts. Such credits shall include arts courses and/or media arts courses approved by the department for use in a student's individual arts assessment pathway sequence pursuant to this paragraph and department approved career and technical education program pursuant to paragraph (6) of this subdivision;
artistic statement and project goals;
initial, intermediate, and final creative works; and
documentation of the artistic and feedback process students utilized to research, revise, and complete their artistic work; and
passing four assessments, one in each of the four subject areas of English, mathematics, science, and social studies (United States history and government or global history and geography), as set forth in clauses (a)(5)(i)(a)-(e) of this section.
Accelerated graduation. Notwithstanding any other provisions of this section, students seeking to complete the diploma requirements prescribed by this section in less than four years shall be subject to the diploma requirements applicable to a student who first entered grade nine four years prior to the school year in which the diploma is to be awarded, provided that a student graduating at the end of the fall semester shall be subject to the graduation requirements in effect for the preceding school year. The diploma shall be awarded at the end of the semester in which all requirements are completed. Diplomas shall not be awarded in anticipation that requirements will be met.
For students pursuing a local diploma and spending a period of time studying in another country, the principal shall evaluate the course work and assign the appropriate units of credit towards a local diploma. A student shall complete all required Regents competency tests, even if such tests would normally be taken during the period of time when the student was studying in another country, provided that the student may take such Regents competency tests upon return to the home school.
For students pursuing a Regents diploma and spending a period of time studying in another country, the principal shall evaluate the course work and assign the appropriate units of credit towards a Regents diploma only after such student has passed the required Regents examinations upon return to his or her home school. Appropriate units of credit may be assigned towards the fulfillment of the requirements for a Regents diploma, for courses where no Regents examination exists.
Students who first enter grade 9 in September 2013 and thereafter shall meet the English requirement for graduation in clause (a)(5)(i)( a ) of this section by passing the Regents examination in English language arts (common core) or an approved alternative pursuant to section 100.2(f) of this Part.
successfully completing a course in English language arts (common core) and passing the Regents examination in English language arts (common core) or an approved alternative pursuant to section 100.2(f) of this Part; or
successfully completing a course in English aligned to the 2005 Learning Standards and passing the Regents comprehensive examination in English or an approved alternative pursuant to section 100.2(f) of this Part; provided that for the January 2014, June 2014, August 2014, January 2015, June 2015, August 2015, January 2016 and June 2016 administrations only, students enrolled in English language arts (common core) courses may, at the discretion of the applicable school district, take the Regents comprehensive examination in English in addition to the Regents examination in English language arts (common core), and may meet such English requirement by passing either examination.
For students with disabilities who first enter grade nine in or after September 1996 and prior to September 2011 and who fail the Regents comprehensive examination in English, the English requirements for a local diploma may be met by passing the Regents competency test in reading and the Regents competency test in writing or their equivalents. For students with disabilities who first enter grade nine in September 2005 and thereafter, the English requirements for a local diploma may also be met by passing the Regents comprehensive examination in English with a score of 55-64 or by earning a score within a comparable range, as approved by the Board of Regents, on the Regents examination in English language arts (common core). This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5).
for the June 2014, August 2014, January 2015 and June 2015 administrations only, students receiving algebra I (common core) instruction may, at the discretion of the applicable school district, take the Regents examination in integrated algebra in addition to the Regents examination in algebra I (common core), and may meet the mathematics requirement for graduation in clause (a)(5)(i)( b ) of this section by passing either examination; and
for the June 2015 administration only, students receiving algebra I (common core) instruction that began prior to September 2014 may, at the discretion of the applicable school district, take the Regents examination in integrated algebra in addition to the Regents examination in algebra I (common core) and may meet the mathematics requirement for graduation in clause (a)(5)(i)( b ) of this section by passing either examination; and
for the June 2015, August 2015 and January 2016 administrations only, students receiving geometry (common core) instruction may, at the discretion of the applicable school district, take the Regents examination in geometry aligned to the 2005 Learning Standards in addition to the Regents examination in geometry (common core), and may meet the mathematics requirement for graduation in clause (a)(5)(i)( b ) of this section by passing either examination;
for the June 2016, August 2016 and January 2017 administrations only, students receiving algebra II (common core) instruction may, at the discretion of the applicable school district, take the Regents examination in algebra 2/trigonometry aligned to the 2005 Learning Standards in addition to the Regents examination in algebra II (common core), and may meet the mathematics requirement for graduation in clause (a)(5)(i)( b ) of this section by passing either examination.
Students who first began or will complete an integrated algebra, geometry, or algebra 2/trigonometry course prior to September 2013 shall meet the mathematics requirement for graduation in clause (a)(5)(i)( b ) of this section by passing the corresponding commencement level Regents examinations in mathematics or an approved alternative pursuant to section 100.2(f) of this Part.
For students with disabilities who first enter grade nine in or after September 1997 and prior to September 2011 and who fail a Regents examination in mathematics, the mathematics requirements for a local diploma may be met by passing the Regents competency test in mathematics or its equivalent. For students with disabilities who first enter grade nine in September 2005 and thereafter, the mathematics requirements for a local diploma may also be met by passing a Regents examination in mathematics with a score of 55-64 or such other minimum passing score as approved by the Board of Regents on a commencement level Regents examination in mathematics that measures the Common Core Learning Standards. This provision shall apply only to students with disabilities who are entitled to attend school pursuant to Education Law, section 3202 or 4402(5).
mathematics A and mathematics B; or
mathematics A and algebra 2/trigonometry; or
mathematics B and integrated algebra; or
mathematics A or integrated algebra or algebra I (common core); and
geometry or geometry (common core); and
mathematics B or algebra 2/trigonometry or algebra II (common core); and
for students who elect to meet the requirements for a Regents diploma through the mathematics pathway assessment in item (a)(5)(i)( f )( 1 )( ii ) of this section, such students must also pass one additional assessment in mathematics in a different course selected from the list of department approved alternatives pursuant to section 100.2(f) of this Part in addition to those specified in clause (i)( a ) or ( b ) of this subparagraph;
based on the student's past academic performance, the superintendent of a school district or the chief administrative officer of a registered nonpublic high school, or his or her designee, determines that the student will benefit academically by exercising this alternative;
the student achieves a score of at least 85, or its equivalent as determined by the commissioner, on a State-developed or State-approved assessment pursuant to section 100.2(f) of this Part;
the student passes an oral examination or successfully completes a special project to demonstrate proficiency, in such knowledge, skills and abilities normally developed in the course of but not measured by the relevant Regents examination or State-approved examination if used, as determined by the principal;
the student attends school, or received substantially equivalent instruction elsewhere, in accordance with section 3204(2) of the Education law, until the age of 16, pursuant to sections 3204 and 3205 of the Education Law; and
A student who earns a score of at least 85, or a comparable score as approved by the Board of Regents, on a Regents examination in mathematics and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
A student who first entered grade nine prior to September 2013 and who earns a score of at least 85 on the Regents comprehensive examination in English or a comparable score, as approved by the Board of Regents, on the regents examination in English language arts (common core) and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit. A student who first entered grade nine in September 2013 or thereafter and who earns a score of at least 85, or a comparable score as approved by the Board of Regents, on the Regents examination in English language arts (common core) and meets the requirements of subparagraphs (i), (iii) and (iv) of this paragraph shall receive one unit of credit.
Students who enter a registered New York State high school for the first time in grade 11 in the 2002-2003 school year and thereafter, other than those students who have received home instruction pursuant to section 100.10 of this Part in New York State or who have been enrolled in a registered or non-registered public or nonpublic New York State high school, in order to receive a high school diploma must pass the Regents comprehensive examination in English or the Regents examination in English language arts (common core), a Regents examination in mathematics, a Regents examination in United States history and government, and a Regents examination in science, or approved alternatives. The principal may exempt such student from the requirement for the Regents examination in global history and geography ordinarily taken and passed before the date of the student's entry. Additionally, for such student who first enters grade 11 in a registered New York State high school in the 2018-2019 school year and thereafter, the principal may exempt the student from the two units of credit requirement in global history and geography and may substitute two units of credit in social studies.
Students who enter a registered New York State high school for the first time in grade 12 in the 2004-2005 school year and thereafter, other than those students who have received home instruction pursuant to section 100.10 of this Part in New York State or who have been enrolled in a registered or non-registered public or nonpublic New York State high school, in order to receive a high school diploma must pass the Regents comprehensive examination in English or the Regents examination in English language arts (common core), a Regents examination in mathematics, a Regents examination in United States history and government, or approved alternatives. The principal may exempt such student from the requirement for the Regents examination in science and the Regents examination in global history and geography ordinarily taken and passed before the date of the student's entry. Additionally, for such student who first enters grade 12 in a registered New York State high school in the 2019-2020 school year and thereafter, the principal may exempt the student from the two units of credit requirement in global history and geography and may substitute two units of credit in social studies.
Purpose and Intent. The purpose of this subdivision is to establish requirements for earning a New York State (NYS) Seal of Biliteracy pursuant to Education Law section 815. The intent of the NYS Seal of Biliteracy is to encourage the study of languages; certify attainment of biliteracy; provide employers with a method of identifying high school graduates with language and biliteracy skills; provide universities with an additional method to recognize applicants seeking admission; prepare students with twenty-first century skills; recognize the value of world languages and heritage language instruction in schools; and strengthen intergroup relationships, affirm the value of diversity, and honor the multiple cultures and languages of a community. The NYS Seal of Biliteracy shall be awarded by the commissioner to students who meet the criteria of this subdivision and attend schools in school districts that are approved by the commissioner pursuant to this subdivision to participate in the program. The NYS Seal of Biliteracy shall be affixed to high school diplomas and transcripts of graduating pupils attaining Seal criteria. No fee shall be charged to a student pursuant to this subdivision.
Definitions. For purposes of this section, world language means any world language including all modern languages, Latin, American Sign Language, Native American languages, and native languages.
a World Language teacher;
an English Language Arts (ELA) teacher;
an English for Speakers of Other Languages (ESOL) teacher;
a guidance counselor; and
an administrator.
create a Seal of Biliteracy plan that includes, but is not limited to, details concerning committee recruitment and composition, communications, student advisement, evaluation, and presentation of awards;
create a timeline for all activities pertaining to the Seal of Biliteracy program including, but not limited to, communications, a student advisement schedule, and dates for important benchmarks throughout the program year;
develop a student application process, including an application form to be completed by interested students and returned to the SBC;
provide for the assignment of an advisor to each student accepted into the program to review program requirements and meet regularly with the student to review the student’s progress; and
review and evaluate all coursework, assessments, and other work completed by each student to ensure criteria for the seal are met.
submit an application to the commissioner, in a form and by a date prescribed by the commissioner, for approval for the school district to participate in the program. Such application shall include a narrative that describes how the district will implement the NYS Seal of Biliteracy program, including plans for program communications, processes pertaining to student application, advisement and evaluation, and timelines and benchmarks for the program.
Participating school districts shall maintain appropriate records in order to identify students who have earned a NYS Seal of Biliteracy. At the end of each school year in which a school district participates in the program, the school district shall submit a report to the commissioner, in a form and by a date prescribed by the commissioner, that includes the number of students receiving the Seal along with relevant data including, but not limited to, the types of languages, number of English Language Learner (ELL) students, and the criteria chosen under subparagraphs (4)(ii) and (iii) of this subdivision.
Minimum requirement. Students who wish to receive the NYS Seal of Biliteracy shall complete all requirements for graduating with a Regents diploma (however, students in schools with an alternate pathway for graduation approved by the commissioner will be held to those schools’ criteria).
Score 75 or higher on the NYS Comprehensive English Regents Examination, or score 80 or higher on the NYS Regents Examination in English Language Arts (however, students in schools with an alternate pathway for graduation approved by the Commissioner will be held to those schools’ criteria), or students who have been exempted from the applicable Regents Examination in English Language Arts in the June 2020 or August 2020 Regents examination administration pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section, or English Language Learners (ELLs) score 75 or above on two Regents exams other than English, without translation, or ELLs have been exempted from two of the applicable Regents examinations in the June 2020, August 2020, January 2021, June 2021 or August 2021 Regents examination administrations pursuant to subparagraph (vi) of paragraph (5) of subdivision (a) of this section;
ELLs earn an overall score of 290 on the New York State English as a Second Language Achievement Test (NYSESLAT) or who were identified in the 2019-2020 school year at the Transitioning or Expanding English Language Proficiency Level by the statewide English language proficiency identification assessment or the annual English language proficiency assessment and who earned credit in a course of study for English as a New Language or Bilingual Education in the 2019-2020 school year.
complete a level four Checkpoint C world language course, with a grade of 85 or higher, or a comparable score using another scoring system set by the district and approved by the commissioner;
for students enrolled in a bilingual education program, complete all required Home Language Arts (HLA) courses with an 85 or higher, or a comparable score using another scoring system set by the district and approved by the commissioner;
score at a proficient level on an accredited Checkpoint C world language assessment, approved by the Commissioner; and
provide transcripts from a school in a foreign country showing at least three years of instruction in the student’s home/native language in Grade 8 or beyond, with equivalent grade average of B or higher.
Students shall earn two points for achieving this item: present a culminating project, scholarly essay, or portfolio that meets the criteria for speaking, listening, reading, and writing established by the district’s SBC and that is aligned to the NYS Checkpoint C learning standards to a panel selected by the SBC consisting of at least one SBC member and at least two reviewers who are proficient in the target language.
Latin and Classical Greek. The NYS Seal of Biliteracy shall be earned by assessment of interpretive reading and presentational writing, not of listening or interpersonal face-to-face communication.
American Sign Language (ASL). The NYS Seal of Biliteracy shall be earned by assessment of interpersonal signed exchange, presentational signing, and demonstrating understanding of ASL (such as interpreting a signed lecture or by summarizing and responding to questions aimed at overarching understanding).
Native American Languages. The NYS Seal of Biliteracy shall be earned by assessment of interpersonal face-to-face communication as well as interpretive listening and presentational speaking, and writing and reading where a written code exists.
Purpose and Intent. The purpose of this subdivision is to establish requirements for earning a New York State (NYS) Seal of Civic Readiness. The intent of the NYS Seal of Civic Readiness is to encourage the study of civics and civility through experiential learning; certify attainment of civic readiness; provide employers with a method of identifying high school graduates with skills in civics and civility; provide universities with an additional method to recognize applicants seeking admission; prepare students with twenty-first century skills; recognize the value of K-12 Social Studies education in schools as a means to build civic knowledge; empower students as agents of positive social change to redress historical and contemporary oppression and strengthen our diverse democracy. The NYS Seal of Civic Readiness shall be awarded to students who meet the criteria of this subdivision and complete all criteria prescribed by the Commissioner at a New York State high school approved by the commissioner to offer the NYS Seal of Civic Readiness The NYS Seal of Civic Readiness shall be affixed to high school diplomas and transcripts of graduating pupils attaining Seal criteria. No fee shall be charged to a student pursuant to this subdivision.
submit an application for approval to the commissioner, in a form and by a date prescribed by the commissioner, for the school district to participate in the program. Such application shall include a narrative that describes how the district will implement the NYS Seal of Civic Readiness program, including plans for program communications, processes pertaining to student tracking, advisement and evaluation, and timeliness and benchmarks for the program;
maintain appropriate records in order to identify students who have earned a NYS Seal of Civic Readiness. At the end of each school year in which a school district participates in the program, the school district shall submit a report to the commissioner, in a form and by a date prescribed by the commissioner, that includes the number of students receiving the Seal along with relevant data including, but not limited to the criteria chosen under subparagraph (4)(ii) and (iii) of this subdivision; and
at least one Social Studies teacher;
at least one School Counselor or other staff who will track student progress on earning the Seal; and
at least one administrator or other staff member who will serve as the main contact with the Department in order to collect data on school offerings and submit copies of student work to the Department if requested.
create a NYS Seal of Civic Readiness plan that includes, but is not limited to, details concerning, communications, student advisement, evaluation, and presentation of awards;
create a master list of all available courses and extra-curricular activities pertaining to the NYS Seal of Civic Readiness program within their high school including, but not limited to dates for required benchmarks throughout the program year;
develop a student tracking process, including an application process to be completed by interested students and reviewed by an advisor;
review and approve potential service learning, extracurricular and work-based learning experiences, the Middle School Capstone Project if available, Civic Projects and Civics Capstone Projects in accordance with Commissioner’s guidelines; and
review and evaluate all coursework, assessments, and civic experiential learning completed by each student to ensure criteria for the seal are met.
Students who wish to receive the NYS Seal of Civic Readiness shall complete all requirements for a New York State local or Regents diploma.
Area 1: Criteria for Demonstrating Civic Knowledge. Students may earn points, as outlined in guidance by the Commissioner, by earning credit in social studies courses, passing or receiving a mastery level score on a social studies Regents examination, or completing a civic readiness research project.
Area 2: Criteria for Demonstrating Civic Participation. Students may earn points, as outlined in guidance by the Commissioner, by completing a culminating high school civic project, completing a service learning project, completing a middle school or high school Civics Capstone project, achieving proficiency in a civic engagement elective course, or participating in an extra-curricular program or work-based learning experience that promotes civic engagement or civic action for a minimum of 40 hours.
Notwithstanding any other provision of this section, for the 2019-2020 school year, a student may be exempted from any requirement(s) for units of study leading to units of credit for a diploma pursuant to this section if such student is unable to meet such unit of study requirement due to a school being closed pursuant to an Executive Order(s) of the Governor pursuant to the state of emergency for the COVID-19 crisis where such student otherwise achieves the learning outcomes for the portion of such unit of study completed.

Office of Standards and Instruction

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Information Related to Graduation Requirements for Students with Disabilities

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Phone: 518.474.5922
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The Harvard College Curriculum & Graduation Requirements

All Harvard College students complete the College Curriculum Requirements (General Education, Divisional Distribution, Language, Expository Writing, and Quantitative Reasoning with Data), declare, and then complete a concentration to receive a Bachelor of Arts or Bachelor of Science degree.

Students take 128 credits, or 32 4-credit courses to complete their degree
Students complete their degrees in 8 semesters
All students typically take 16 credits each term (four courses, four credits per course). Students wishing to take more than 20 credits (or more than 16 credits for first-term first-years) in a term must obtain the approval of their Resident Dean.
In the fall term, first-year students ordinarily take exactly 16 credits (four courses, four credits per course). Exceptions are rare and must be approved by the Resident Dean of First-Year Students.
Students may not enroll in more than 24 credits (six courses, four credits per course) in one term without Administrative Board approval.
First-year students may not cross-register for courses at other Harvard schools in the first term so that they may fully engage with the curriculum in the Faculty of Arts and Sciences.

Harvard College Student Handbook

The Student Handbook is the primary source for all campus policies and regulations, including academic requirements for graduation. If you have any outstanding questions after reviewing this webpage, we recommend referring to the Student Handbook for more information.

The College Curriculum

Harvard’s Program in General Education provides a broad foundation that enables students to make meaningful connections across disciplines. Students are required to take one course in each of four perspectives: Aesthetics & Culture; Ethics & Civics; Histories, Societies, Individuals; as well as Science & Technology in Society.

The distribution requirement exposes students to the diversity of scholarly disciplines at Harvard. Students graduating in May 2020 or later must complete one departmental (non-Gen Ed) course in each of the three main divisions of the Faculty of Arts and Sciences (FAS) and the Paulson School of Engineering and Applied Sciences (SEAS): Arts and Humanities, Social Sciences, and Science and Engineering and Applied Science.

The QRD requirement introduces students to mathematical, statistical, and computational methods that will enable students to think critically about data as it is employed in fields of inquiry across the Faculty of Arts and Sciences.

The writing requirement is a one-semester course offered by the Harvard College Writing Program that focuses on analytic composition and revision. Expos courses are taken as first-year students and are taught in small seminars focusing on writing proficiency in scholarly writing.

Degree candidates must meet a language requirement in a language other than English that is taught at Harvard or for which an appropriate examination can be given. Details regarding the language requirement can be found on the Office of Undergraduate Education’s website. If after the second term of study a student has not met the language requirement, an advising hold will be placed on their record in my.harvard during each registration period until the language requirement has been met. Students will be expected to have a conversation with their academic advisor to plan how they will fulfill the requirement before graduation.

Concentrations

To explore potential concentrations and fields of study you are encouraged to use the following resources:

The Harvard College Handbook for Students – Fields of Concentration
Concentrations and Secondary Fields

Many concentrations offer different tracks within the concentration to allow students to specialize within a field of study. Many also offer an honors track for students who wish to write a thesis.

Students may consider completing a joint concentration- a joining of two overlapping concentrations in which students complete requirements from both concentrations and ordinarily complete an interdisciplinary thesis.

Students may also consider completing a double concentration- allowing students to study two completely unrelated concentrations in depth, with no more than 8 credits of overlap.

Students must declare a concentration in their third term at Harvard. That said, students are able to declare a different concentration later in their time at Harvard if their academic interests and goals change.

The Harvard College Curriculum lays out the requirements that you need to fulfill in order to complete your program of study. Declaring a concentration is required while secondary fields are optional to study. For official information about concentration and secondary field requirements, visit the Harvard College Handbook for Students – Fields of Concentration .

The Exploring Fields of Study program takes place every Spring semester and provides first-year students with the opportunity to explore concentrations and secondaries through events hosted by concentrations and secondaries. At these events, you can hear from and speak with faculty, advisors, and peers about the nuances of the concentrations and expand on your knowledge of academic fields that might be of interest to you.

Electives

These are three formal programs students can pursue in their Electives are the following (detailed in the Harvard College Handbook for Students ):

Secondary Fields (Minors): In addition to a concentration, students may complete one of the 49 secondary fields of study. While many fields have an associated secondary field, some secondary fields are multi-disciplinary and are thus not directly affiliated with a concentration.
Language Citations: Study of a foreign language to an advanced level at Harvard may be acknowledged by a language citation. The awarding of a citation is noted on the student’s transcript and a printed version is issued along with the diploma at Commencement.
Concurrent Master’s Degrees : Students can apply to the Graduate School of Arts and Sciences for a master’s degree pursued concurrently with the bachelor’s degree.

Course Grading

Of the 128 credits required to graduate, 84 must be taken for a letter-grade. Students enrolling in courses without letter grades are reminded of the following requirements:

Each term students must take, for credit, at least one letter-graded course offered by the FAS.
Of the 128 credits, students must pass (with a letter graded C- or higher) at least 84 credits (96 credits for a degree with honors) to receive the degree awarded by the FAS. The only non-letter grade that may be counted toward the requirement of 84 satisfactory letter-graded credits is Satisfactory (SAT).
No more than one of the four required General Education courses (Aesthetics & Culture; Ethics & Civics; Histories, Societies, Individuals; and Science & Technology in Society) may be taken pass/fail.
Writing, foreign language, and certain concentration requirements can only be satisfied by letter-graded courses.
Ordinarily, no first-year student or sophomore may take fewer than three letter-graded courses (4 credits per course) in any term.

For more details about course grading policies, please see the Harvard College Student Handbook.

Drop-In Advising

If you want to speak to an advisor in the Advising Programs Office, advisors on our staff are happy to connect with you via drop-in advising. We are available to chat about anything—course selection and registration, concentration exploration, curricular requirements or academic policy, and more! Harvard College undergraduates may sign up for an advising appointment via our Crimson Scheduler.

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Boone County parents, DOE discuss graduation requirements

More than 100 parents of Boone County students attended an informational session in mid-July about the proposed diploma requirement changes in Indiana.

Ron Sandlin, senior director of School Performance & Transformation with the Indiana Department of Education, provided parents with an overview of the plan in its draft form at the Hussey-Mayfield Memorial Public Library Whitestown branch before engaging in a question-and-answer session with those parents, most of whom expressed frustration over the proposal.

The DOE’s proposal to overhaul high school graduation requirements would begin with the class of 2029. Under the first draft, students would be afforded two diploma options — the GPS and GPS Plus — rather than the current general, Core 40, academic honors and technical honors options.

The changes would require students to focus on core classes during their first two years of high school, with a combination of coursework and experiences, such as internships and other work-based learning, in their last two years. Currently, the proposed requirements include three diploma seals to signify that a student has met the requirements for college, military service or employment in a trade.

Sandlin told those in attendance that 54 percent of Hoosier graduates earn a Core 40 diploma but added that only about half of all students move on to college. He said the changes would expand programs, versus overhaul the entire system, by building two markets — careers and college. Sandlin also said changes would create avenues for success for those students who are not on a college track.

“We have kids for whom our system is not working,” Sandlin said.

Sandlin said with the new requirements, schools can provide those students with “a new foundation” and can create opportunities for “a recipe for individual success.”

Parents questioned employer engagement with the work-based learning program, asking how the state plans to encourage or entice those employers to participate and how students in rural areas can reasonably expect to receive work-based opportunities. Sandlin said the state will create incentives for those employers to help create internships and other programs.

Another concern for those parents is that their students would pick the wrong track and end up behind should they change their minds.

Parents expressed a desire to allow individual districts to opt out of the new requirements. The requirements would apply to any accredited or nonaccredited school that issues an Indiana high school diploma.

Parents also expressed frustration with the speed of the proposal, noting that the new requirements were introduced just this past March and questioning why there hasn’t been a longer timeline proposed for further research and participation from families.

Comments on the first draft closed July 30. A second, refined draft of the diploma rule will be shared later this summer, which will begin a second round of public comment. The final draft is anticipated to be adopted in late 2024.

Learn more at in.gov/doe/diplomas .

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Public Affairs

July 30, 2024

Purdue president: new indiana high school diplomas won’t meet admission requirements, rachel fradette.

A little less than half of the 8,568 first-time, first-year Fall 2023 students are in-state students at Purdue’s West Lafayette campus, excluding international students.

Purdue University’s president says Indiana’s proposed changes to high school diplomas do not meet the school’s admission standards in math, social studies and world languages.

In a letter sent to top state education leaders last week , President Mung Chiang said several changes to the diplomas do not meet what have been the entry criteria at the Big Ten university.

High school curriculum is an important factor in college admission, Chiang said in the letter.

“Not all students will attend college,” Chiang wrote. “However, all students should clearly understand college admission requirements and be offered the coursework needed to be admitted to and succeed in college.”

Indiana’s Department of Education and the Commission for Higher Education could not be reached for comment Tuesday.

UPDATE : Indiana's new high school diplomas spark concerns among university leaders

The letter from one of the state’s flagship research universities comes as IDOE seeks revisions to its initial plan for diplomas . The department closed its first wave of public comment on Tuesday.

Education Secretary Katie Jenner previously said a revised draft of diplomas will be made public in August after the State Board of Education weighs in.

A 2023 state law tasks the state board to adopt new requirements by the end of the year. The department pushed back its timeline by a few months but expects to meet the deadline.

“We will not break the law as a State Board of Education,” Jenner said.

Students will no longer be required to take the SAT or ACT to graduate — both standardized exams are highly-encouraged for admission at Purdue and several other state universities. Chiang said that’s one of several factors that could impact students who wish to be admitted to Purdue.

Purdue asked the education department to create an enrollment seal that would align with requirements for “competitive applications” to other research universities in the state.

Under the department’s plan the state would stop offering most existing diplomas — such as the Core 40, honors and technical — with the Class of 2028.

‘Disaster for students’

Many families and community members have expressed concern about dissolving the current honors diploma.

Leaders of the School Town of Munster came out against several parts of the proposal, specifically plans to sunset the honors diploma.

“Losing the academic honors diploma will be a disaster for our students who want to go onto higher education,” said John Doherty, school board president for the district.

Doherty, who spoke at a public hearing about the diplomas on Tuesday, asked if the state board sought input from the Commission for Higher Education.

Chiang said in the letter that Purdue students who completed an Honors diploma performed better than those earning the remaining diplomas, like Core 40.

Those honors students were also more likely to have a higher first semester GPA and greater retention rate, according to 2017 data cited by Chiang.

Rep. Victoria Garcia Wilburn (D-Fishers), who hosted informational events in her Hamilton County district, said parents and educators have shared an “outpouring of concern” about the new model.

Garcia Wilburn called for the state’s Honors diploma to be reinstated in the next draft. She said the laws passed by lawmakers did not call for a complete rework of the high school diploma system.

“They just called upon you to add a workforce training-based diploma,” Garcia Wilburn said.

Jenner said the new rule needs to be passed by December, but that even more work will come after that.

“It's going to take months working with educators, working with students, parents and families, stakeholders, business industry, some of whom you heard today, to build out that guidance and support that we need,” Jenner said. “The systems that we need.”

Rachel Fradette is the WFYI Statehouse education reporter. Contact Rachel at [email protected] .

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Indiana colleges say proposed high school diplomas won't meet admissions requirements

Some of Indiana's largest universities are voicing their concerns with the current proposals for the state's new high school diplomas, saying they wouldn't meet university admission requirements.

The Indiana Department of Education just closed its first round of public comment on its redesign of Indiana’s high school diplomas on Tuesday. With it, multiple state universities sent their feedback and concerns about the diplomas.

The department released its initial draft of the diploma changes in March , which slimmed the state’s current four diploma options down to two, dubbed the Indiana GPS (Graduates Prepared to Succeed) diploma and Indiana GPS Plus diploma.

The new diplomas place a higher emphasis on work-based learning and would provide credits for things like internships while slimming down academic requirements seen in the state’s existing diplomas. The new diplomas would go into effect for all students starting with the class of 2029.

However, the choice to de-emphasize academics has alarmed many, with droves of teachers and community members coming out in recent months to speak against the current diploma proposals saying they will put college-going students at a disadvantage and make Hoosier graduates less well-rounded citizens.

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Now Indiana universities are expressing that same concern, with Purdue University President Mung Chiang writing to Indiana Education Secretary Katie Jenner and the Indiana Commission for Higher Education last week saying the new diplomas won’t meet their admission requirements.

Purdue, the University of Southern Indiana and Indiana State University had the most direct criticism in their responses to the department, saying that the diplomas as proposed would create unintended consequences.

In the University of Southern Indiana letter, Aaron Trump, the university’s vice president for government affairs and general counsel wrote that the GPS diploma as it is currently written may not bring about the amount of flexibility that the state wishes.

“It appears that workforce preparation, creating a pathway directly from High School to entry-level employment, is given priority rather than aiming to provide all students with the necessary education and skills to access pathways to multiple opportunities, and ultimately be successful in all,” the letter said.

Changes coming to diplomas: Current version not final

The Indiana Department of Education announced in June another change to its diploma design and proposed including three different seals students could obtain that would show the graduate is ready to enroll in higher education, ready for employment or ready to enlist in the armed services.

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Details on what requirements would go into obtaining each seal are being worked on by the department, which plans to announce the updates later this summer.

Molly Williams, the deputy communication director for the Indiana Department of Education, told IndyStar the feedback from the universities is “indispensable” and will be used to help create the final diploma versions.

Jenner has said she aims to have a final rule on the diplomas approved by the end of this year.

Here is what various state universities had to say in response to the diploma proposals:

Purdue University

Along with stating concerns about not meeting the university's admission requirements, Purdue also shared its suggestions for the seal requirements.

Purdue recommended two tiers of seals that students could get with the first tier incorporating the Core 40 requirements and the second tier more replicating the current academic honors diploma but with fewer credits needed.

Indiana University

Indiana University’s letter from president Pamela Whitten did not specifically criticize the proposed diplomas but said they are committed to working with the department to create the requirements for the enrollment seal.

“It is imperative that all students who plan to (or may want to) attend college receive adequate preparation for higher education in the academic areas our research demonstrates are most meaningful to success: rigorous preparation in higher level math, sciences, communication, world languages, arts, and social & historical contexts,” the letter said.

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Whitten also urged the department to make sure to consult two-year institutions, especially when thinking about how to best serve adults who may want to pursue post-secondary education later in life.

Butler University

Butler University said in a statement to IndyStar that it shares concerns about the proposed diplomas not meeting its admissions requirements.

“As the Indiana Department of Education weighs feedback from interested stakeholders and revises its proposed plan, we recommend that it consider providing high school students with a prescribed pathway for college admission that takes into account both academic rigor and curricular choice — similar to the current Academic Honors/Core 40 requirements,” the university said.

Vincennes University

In its feedback to the Indiana Department of Education, leaders at Vincennes University said that the foundational knowledge in high school diploma requirements should meet at least the entry-level requirements for higher education coursework.

“The high school graduate should not be precluded from a higher education opportunity because of a track chosen early in their secondary experience,” the letter said.

Vincennes University has open admissions, meaning anyone could be admitted to take classes, but they do have requirements for students seeking a degree or technical certification.

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The letter also applauded the state's efforts in making sure students are prepared for careers but also urged them not to “lose sight of the need for rigor and baseline mastery to ensure that every high school graduate regardless of ZIP code, socio-economic status, high school size, or family situation has an opportunity to succeed at Vincennes University.”

Ball State University

Ball State University’s feedback included specific recommendations on what should be included in the enrollment seal:

Four years of English
Three years of mathematics (Algebra 1, Geometry, Algebra II or Analytics Algebra II)
Three years of science (two involving lab work)
Three years of social studies.
Foreign language study is strongly recommended but not required.

The university also suggested rolling out a communications campaign for families and schools to provide more information on things like high school course choices, GPA, extracurricular activities and suggestions that students look at admission requirements for their directed institution or program.

Indiana State University

Mike Godard, president of Indiana State University said in his letter to the department that he had concerns with the proposed diplomas and its disconnect from the state’s goal of increasing Indiana’s college-going rate.

A specific concern for Godard is that while he thinks the seals may have good intentions he worries that it will end up confusing prospective college students, especially first-generation students, of which about half of Indiana State’s incoming freshman class each year is comprised of, said Godard.

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He also worries if the needed resources to help explain the proper requirements to young students are not provided, it may mean fewer seniors, especially from disadvantaged groups, will pursue higher education.

University of Southern Indiana

The university’s letter said the lack of requirements for foundational courses like world languages, world history, and other culture courses was concerning to them since they are necessary for success in whatever post-graduation path a student picks.

The letter also mentioned concerns that the new diplomas or seals would not do enough to help prepare first-generation or disadvantaged students to get into colleges or universities.

Trump also mentions how the academic honors diploma was often obtained by students who succeeded the most in post-secondary education, and therefore the IDOE should replace the academic honors diploma rather than eliminating it.

Lastly, the university is worried that the various seals will only further confuse students and families and then further discourage families from pursuing higher education.

Contact IndyStar reporter Caroline Beck at 317-618-5807 or [email protected] . Follow her on Twitter (X): @CarolineB_Indy .

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