Current through Register Vol. 56, No. 6, March 18, 2024
(a) For a State-endorsed diploma, district boards of education shall develop, adopt, and implement local graduation requirements that prepare students for success in post-secondary degree programs, careers, and civic life in the 21st century, and that include the following:
1. Participation in a local program of study of not fewer than 120 credits in courses designed to meet all of the NJSLS, including, but not limited to, the following credits:
i. At least 20 credits in English language arts, aligned to grade nine through 12 standards, effective with the 2009-2010 grade nine class;
ii. At least 15 credits in mathematics, including algebra I or the content equivalent effective with the 2008-2009 grade nine class; geometry or the content equivalent effective with the 2010-2011 grade nine class; and a third year of mathematics that builds on the concepts and skills of algebra and geometry and that prepares students for college and 21st century careers effective with the 2012-2013 grade nine class;
iii. At least 15 credits in science, including at least five credits in laboratory biology/life science or the content equivalent effective with the 2008-2009 grade nine class; one additional laboratory/inquiry-based science course, which shall include chemistry, environmental science, or physics effective with 2010-2011 grade nine class; and one additional laboratory/inquiry-based science course effective with 2012-2013 grade nine class;
iv. At least 15 credits in social studies, including satisfaction of 18A:35-1 and 2; five credits in world history; and the integration of civics, economics, geography and global content in all course offerings;
v. At least 2.5 credits in financial, economic, business, and entrepreneurial literacy, effective with 2010-2011 grade nine class;
vi. At least 3 3/4 credits in health, safety, and physical education during each year of enrollment, distributed as 150 minutes per week, as required by 18A:35-5, 7 and 8;
vii. At least five credits in visual and performing arts;
viii. At least five credits in world languages or student demonstration of proficiency as set forth in (a)2ii(2) below;
ix. Technological literacy, consistent with the NJSLS, integrated throughout the curriculum; and
x. At least five credits in 21st century life and careers, or career-technical education;
2. The 120-credit requirement set forth in (a)1 above may be met in whole or in part through program completion of a range of experiences that enable students to pursue a variety of individualized learning opportunities, as follows:
i. District boards of education shall establish a process to approve individualized student learning opportunities that meet or exceed the NJSLS.
(1) Individualized student learning opportunities in all NJSLS areas include, but are not limited to, the following:
(A) Independent study;
(B) Online learning;
(C) Study abroad programs;
(D) Student exchange programs; and
(E) Structured learning experiences, including, but not limited to, work-based programs, internships, apprenticeships, and service learning experiences.
(2) Individualized student learning opportunities based upon specific instructional objectives aimed at meeting or exceeding the NJSLS shall:
(A) Be based on student interest and career goals as reflected in the Personalized Student Learning Plans;
(B) Include demonstration of student competency;
(C) Be certified for completion based on the district process adopted according to (a)2ii below; and
(D) Be on file in the school district and subject to review by the Commissioner or his or her designee.
(3) Group programs based upon specific instructional objectives aimed at meeting or exceeding the NJSLS shall be permitted under this section and shall be approved in the same manner as other approved courses.
ii. District boards of education shall establish a process for granting of credits through successful completion of assessments that verify student achievement in meeting or exceeding the NJSLS at the high school level, including standards achieved by means of the individualized student learning opportunities enumerated at (a)2 above. Such programs or assessments may occur all or in part prior to a student's high school enrollment; no such locally administered assessments shall preclude or exempt student participation in applicable Statewide assessments at grades three through 12.
(1) District boards of education shall choose assessments that are aligned with or exceed the NJSLS and may include locally designed assessments.
(2) District boards of education shall choose from among the following assessment options to determine if students have achieved the level of language proficiency designated as Novice-High as defined by the ACTFL and recognized as fulfilling the world languages requirement of the NJSLS:
(A) The STAMP online assessment;
(B) The OPI or MOPI; or
(C) Department-approved locally designed competency-based assessments;
iii. District boards of education shall establish a process to approve post-secondary learning opportunities that may consist of Advanced Placement (AP) courses, CLEP, or concurrent/dual enrollment at accredited higher education institutions.
(1) District boards of education shall award credit for successful completion of an approved, accredited college course that assures achievement of knowledge and skills that meets or exceeds the NJSLS.
3. Local student attendance requirements;
4. Any other requirements established by the district board of education;
5. Any statutorily mandated requirements for earning a high school diploma;
6. The requirement that all students demonstrate proficiency by achieving a passing score on the ELA and mathematics components of the State graduation proficiency test or through the alternative means at (h) below, if applicable, or for students who take the State graduation proficiency test but do not achieve a passing score through the alternative means set forth at (g) and (i) below;
i. Students in the graduating classes of 2019, 2020, 2021, and 2022 shall be required to demonstrate proficiency by achieving a passing score on the high school end-of-course PARCC assessments in ELA 10 and Algebra I or through the alternative means set forth at (f), (h), and (i) below;
7. For students who have not demonstrated proficiency on the ELA and/or mathematics components of the State graduation proficiency test, the opportunity for the following:
i. Remediation, pursuant to N.J.S.A. 18A:7C-3; and
ii. One or more additional opportunities to demonstrate proficiency on the State graduation proficiency test, pursuant to N.J.S.A. 18A:7C-6; and
8. Students graduating from an adult high school shall demonstrate proficiency in the ELA and mathematics components of the State graduation proficiency test, or through the alternative means set forth at (f), (g), (h), and (i) below.
(b) In the development of Personalized Student Learning Plans according to 6A:8-3.2(a), district boards of education shall actively encourage all students who have otherwise met the requirements for high school graduation according to (a)1 through 3 above, to include in their programs of study the following additional credits:
1. Five credits in mathematics during each year of enrollment, aimed at preparation for entrance into post-secondary programs or 21st century careers;
2. Five credits in a laboratory science during each year of enrollment, aimed at preparation for entrance into post-secondary programs or 21st century careers;
3. Five credits in social studies during each year of enrollment, aimed at preparation for entrance into post-secondary programs or 21st century careers; and
4. Five credits in world languages during each year of enrollment, aimed at preparation for entrance into post-secondary programs or 21st century careers.
(c) Through the IEP process set forth at N.J.A.C. 6A:14-3.7 and pursuant to N.J.A.C. 6A:14-4.11, district boards of education may specify alternate requirements for a State-endorsed diploma for individual students with disabilities as defined at N.J.A.C. 6A:14-1.3
1. District boards of education shall specifically address any alternate requirements for graduation in a student's IEP, in accordance with 6A:14-4.1 1.
2. District boards of education shall develop and implement procedures for assessing whether a student has met the specified alternate requirements for graduation individually determined in an IEP.
(d) District boards of education shall provide to the executive county superintendent their graduation requirements each year they are evaluated through QSAC and update the filed copy each time their graduation policies are revised.
(e) District boards of education shall provide each student entering high school and his or her parents or legal guardians with a copy of the district board of education's requirements for a State-endorsed diploma and the programs available to assist students in attaining a State-endorsed diploma, in accordance with 18A:7C-5.
(f) To ensure adequate transition to the new Statewide assessment system, district boards of education shall provide students in the graduating classes of 2018 through 2022 who have not demonstrated proficiency on the high school end-of-course PARCC assessments in ELA 10 and Algebra I with the opportunity to demonstrate such competence through one of the alternative means set forth below:
1. For the graduating classes of 2018 through 2022, students who did not take both the ELA 10 and the Algebra I end-of-course PARCC assessment or who take but do not achieve a passing score on both assessments, as required at (a)6 above, may satisfy the State requirement to demonstrate proficiency in English language arts and/or mathematics in one of the following ways:
i. Achieve a passing score, as determined by the Commissioner, on a corresponding substitute competency test in English language arts and/or mathematics, as applicable, or substitute a passing score on another end-of-course PARCC assessment, including ELA 9, ELA 11, Geometry, or Algebra II; or
ii. Meet the criteria of the portfolio appeals process.
(g) For students in the classes of 2023, 2024, and 2025, the alternative means referenced at (a)6 above shall be as follows:
1. Achieve a passing score, as determined by the Commissioner and approved by the State Board of Education, on a corresponding substitute competency test in English language arts and/or mathematics, as applicable; and/or
2. Demonstrate proficiency through the portfolio appeals process, pursuant to N.J.S.A. 18A:7C-3.
(h) All ELLs shall satisfy the requirements for high school graduation, except ELLs may demonstrate they have attained State minimum levels of proficiency through passage of the portfolio appeals process in their native language, when available, and passage of a Department-approved, English fluency assessment.
(i) Students, including students with disabilities as defined at N.J.A.C. 6A:14-1.3 or eligible under Section 504 of the Rehabilitation Act who participate in the alternative assessment for students with disabilities, are not required to participate in repeated administrations of high school assessment components required at N.J. A.C. 6A:8-4.1(c).
(j) For students in the classes of 2019, 2020, 2021, and 2022, the Department shall consider high school end-of-course State assessments to be equivalent to the corresponding high school end-of-course PARCC assessments.
