In 1985, the Kentucky State Board for Elementary and Secondary Education (later known as the Kentucky Board of Education, or KBE), implemented a regulation that described the Commonwealth Diploma program. The goal of the program was to encourage students to participate in higher-level courses and receive state-level recognition for their efforts. The program also provided reimbursement to students who took Advanced Placement (AP) or International Baccalaureate (IB) exams while working toward the diploma.
The KBE took final action this week on the procedural steps to remove the regulatory language that established the Commonwealth Diploma. There are some key points that I wanted to provide readers.
· The Commonwealth Diploma was never a legislative action. The Kentucky Board of Education enacted regulatory language to set the conditions for the diploma.
· One component of the diploma is reimbursement for AP courses for which students meet requirements. The funding for this reimbursement was never appropriated and has been paid for from Gifted and Talented funds.
· The Kentucky Department of Education (KDE) has not been able to meet all funding requests in recent years, so the reimbursement has not been equal among schools and districts.
· Universities do not recognize the Commonwealth Diploma as an advantage for admissions. Admission counselors look more closely at GPAs and scores on Advanced Placement assessments.
· School districts now have the capacity to implement any recognition they wish for diplomas.
· Seniors for the 2011-12 school year are grandfathered in. Any student in the Commonwealth Diploma pipeline who graduates in 2011-12 will receive the recognition.
· Prior to registration for courses for the 2012-13 school year, a committee will bring recommendations back to KBE regarding the recommended parameters for special diploma recognition. These special recognitions could include but not be limited to STEM, career/technical, arts, world language and Advanced Placement.
KDE has provided school district superintendents with specific information about the Commonwealth Diploma and have informed the Interim Joint Committee on Education of KBE actions. The action by the KBE was not to reduce rigor or expectations, but to develop expectations that meet 21st-century skills for multiple diploma recognitions and to ensure equity and excellence across all schools and districts in the Commonwealth.
Should readers seek additional information, please contact Robin Chandler at (502) 564-9850 or robin.chandler@education.ky.gov.
UPDATE: Due to input from legislators, school district personnel and parents, Kentucky Department of Education staff recommended to the Kentucky Board of Education that the Commonwealth Diploma program be continued an additional year, with no funding, before its discontinuation. This would allow those already in the pipeline to earn the diploma to complete the program, extend the life of the program through the 2012-13 school year and give more time for other options to be developed to take the place of the Commonwealth Diploma. The board unanimously approved this proposal.
Showing posts with label diploma. Show all posts
Showing posts with label diploma. Show all posts
Friday, August 5, 2011
Friday, May 28, 2010
Providing Opportunities for All Students
During the regular session of the 2010 General Assembly, House Bill 301 (HB 301) cleared the House but did not clear the Senate. This bill would have increased the dropout age from 16 to 18. Many states have already taken this initiative and have seen significant results in lowering dropout rates.
This legislation was supported by the Governor and First Lady. House Speaker Greg Stumbo joined Rep. Jeff Greer and several other legislative leaders in sponsoring the legislation. There are many excuses as to why we should not do this; however, there is one BIG reason why we should do this. We should not allow 16-year-olds to make decisions that will impact their lives both in the short term and long term.
Key concerns from teachers, principals and superintendents were very valid. These concerns focused on the need to provide support and programs for teens who were considering the dropout option. Recently, the Governor’s Transforming Education in Kentucky task force heard about dropout prevention programs being implemented in many states. One of the presentations came from the Gateway to College Network. This group has been working in several states to implement programs in collaboration with community colleges. In several states, these programs are called Early College or Middle College. For more information about the Gateway programs, please visit http://www.gatewaytocollege.org/.
As a local superintendent in North Carolina, I worked with the North Carolina New Schools Project to implement early colleges for leadership/technology and visual/performing arts. Both schools were extremely successful in helping students stay in school and not only graduate on time, but also earn college credit. It was amazing to watch these students enter a community college and take college courses. In most cases, these students had not been very successful in middle school. The school provided the appropriate relationships, rigor and relevance with support systems that expected student success. The early colleges had the highest attendance rates and no dropouts and provided students with the opportunity to graduate with a high school diploma and associate’s degree at NO COST to parents.
The language in the budget bill this week came from the original HB 301:
Notwithstanding any statute to the contrary, the Commissioner of Education may approve a plan that is established by a local school board and a postsecondary institution accredited by the Southern Association for Colleges and Schools for purposes of granting high school and college credit and which allows students to fulfill high school graduation requirements and compulsory school attendance; providing rigorous academic curriculum within a supportive and nurturing environment for underserved students; and encouraging academic success by linking students, teachers, and community partners in innovative ways.
This language provides the Kentucky Department of Education with the ability to work with several districts who are considering the Early College and Middle College innovation. This language also opens the opportunity for numerous foundation and federal grants that could provide funding for planning and implementation.
While we would have much preferred HB 301 to have become law, this provision allows us to develop models that will help provide the support that districts and schools need to convince adults that more students can be successful in Kentucky. More than 6,000 students drop out of schools every year in Kentucky. No one individual is to blame. The system is the problem, and we have to look for innovations to improve the system. Thanks to Rep. Harry Moberly for the language, and thanks to legislators for their support. Now, to work!
P.S. HB 301 had nothing to do with charters, and this language has nothing to do with charters. The only objective is to help districts and schools help more children. Sorry to disappoint all you conspiracy theorists!
This legislation was supported by the Governor and First Lady. House Speaker Greg Stumbo joined Rep. Jeff Greer and several other legislative leaders in sponsoring the legislation. There are many excuses as to why we should not do this; however, there is one BIG reason why we should do this. We should not allow 16-year-olds to make decisions that will impact their lives both in the short term and long term.
Key concerns from teachers, principals and superintendents were very valid. These concerns focused on the need to provide support and programs for teens who were considering the dropout option. Recently, the Governor’s Transforming Education in Kentucky task force heard about dropout prevention programs being implemented in many states. One of the presentations came from the Gateway to College Network. This group has been working in several states to implement programs in collaboration with community colleges. In several states, these programs are called Early College or Middle College. For more information about the Gateway programs, please visit http://www.gatewaytocollege.org/.
As a local superintendent in North Carolina, I worked with the North Carolina New Schools Project to implement early colleges for leadership/technology and visual/performing arts. Both schools were extremely successful in helping students stay in school and not only graduate on time, but also earn college credit. It was amazing to watch these students enter a community college and take college courses. In most cases, these students had not been very successful in middle school. The school provided the appropriate relationships, rigor and relevance with support systems that expected student success. The early colleges had the highest attendance rates and no dropouts and provided students with the opportunity to graduate with a high school diploma and associate’s degree at NO COST to parents.
The language in the budget bill this week came from the original HB 301:
Notwithstanding any statute to the contrary, the Commissioner of Education may approve a plan that is established by a local school board and a postsecondary institution accredited by the Southern Association for Colleges and Schools for purposes of granting high school and college credit and which allows students to fulfill high school graduation requirements and compulsory school attendance; providing rigorous academic curriculum within a supportive and nurturing environment for underserved students; and encouraging academic success by linking students, teachers, and community partners in innovative ways.
This language provides the Kentucky Department of Education with the ability to work with several districts who are considering the Early College and Middle College innovation. This language also opens the opportunity for numerous foundation and federal grants that could provide funding for planning and implementation.
While we would have much preferred HB 301 to have become law, this provision allows us to develop models that will help provide the support that districts and schools need to convince adults that more students can be successful in Kentucky. More than 6,000 students drop out of schools every year in Kentucky. No one individual is to blame. The system is the problem, and we have to look for innovations to improve the system. Thanks to Rep. Harry Moberly for the language, and thanks to legislators for their support. Now, to work!
P.S. HB 301 had nothing to do with charters, and this language has nothing to do with charters. The only objective is to help districts and schools help more children. Sorry to disappoint all you conspiracy theorists!
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