Current through September 24, 2024
(1) Students in
Tennessee may earn the following diploma options:
(a) Traditional high school
diploma;
(b) Special education high
school diploma;
(c) Occupational
high school diploma; or
(d)
Alternate academic high school diploma.
(2) In order to earn a traditional high
school diploma, a student shall:
(a) Earn the
following twenty-two (22) minimum credits required for graduation:
|
English language arts
|
4 credits
|
|
Mathematics
|
4 credits
|
|
Science
|
3 credits
|
|
Social Studies
|
3 credits
|
|
Physical Education and Wellness
|
1.5 credits
|
|
Personal Finance
|
0.5 credit
|
|
Elective Focus
|
3 credits
|
|
World Language
|
2 credits
|
|
Fine Arts
|
1 credit
|
(b)
Beginning with students who enroll in ninth (9th) grade in the 2024-25 school
year or any subsequent school year, earn at least one (1) credit of computer
science in high school;
1. Students may
fulfill this requirement by substituting computer science for the student's
fourth credit of mathematics, third credit of science, or an elective focus
credit. Students may only use computer science as a substitution to fulfill one
(1) credit in mathematics, or one (1) credit in science, or one (1) or more
elective focus credits required for a traditional high school
diploma.
2. Students who transfer
from another state or country, or from a non-public school to a Tennessee high
school during their twelfth (12th) grade year are exempt from this
requirement.
(c)
Participate in the ACT, SAT, or other eleventh (11th) grade postsecondary
readiness assessment as determined by the Commissioner, unless the student
qualifies for a limited medical exemption as defined by the Department;
and
(d) Have a satisfactory record
of attendance and discipline;
(3) Beginning in the 2024-25 school year,
each public high school shall offer its students access to at least one (1)
credit of computer science education.
(4) To earn a traditional high school
diploma, students with disabilities must earn the prescribed twenty-two
(22)-credit minimum. Students with disabilities shall be included in general
education classes to the degree possible and with appropriate support and
accommodations.
(5) A special
education diploma may be awarded at the end of the fourth (4th) year of high
school to students with disabilities who:
(a)
Have not met the requirements for a traditional high school diploma;
(b) Have satisfactorily completed an IEP;
and
(c) Have satisfactory records
of attendance and conduct.
(6) Students who obtain the special education
diploma may continue to work toward a traditional high school diploma through
the end of the school year in which they turn twenty-two (22) years
old.
(7) An occupational diploma
may be awarded at the end of the fourth (4th) year of high school to students
with disabilities who:
(a) Have not met the
requirements for a traditional high school diploma;
(b) Have satisfactorily completed an
IEP;
(c) Have satisfactory records
of attendance and conduct;
(d) Have
completed the occupational diploma Skills, Knowledge, and Experience Mastery
Assessment (SKEMA) created by the Department of Education; and
(e) Have completed two (2) years of paid or
non-paid work experience.
(8) The determination that an occupational
diploma is the goal for a student with a disability shall be made at the
conclusion of the student's tenth (10th) grade year or two (2) academic years
prior to the expected graduation date. Students who obtain the occupational
diploma may continue to work towards the traditional high school diploma
through the end of the school year in which they turn twenty-two (22) years
old.
(9) An alternate academic
diploma may be awarded to students with significant cognitive disabilities at
the end of their fourth (4th) year of high school who have:
(a) Participated in the high school alternate
assessments;
(b) Earned the
prescribed twenty-two (22) credit minimum, either through the state-approved
standards or through alternate academic diploma modified course requirements
approved by the State Board;
(c)
Received special education services or supports and made satisfactory progress
on an IEP;
(d) Satisfactory records
of attendance and conduct; and
(e)
Completed a transition assessment(s) that measures, at a minimum, preparedness
for postsecondary education and training; employment; independent living; and
community involvement.
(10) A student who earns an alternate
academic diploma shall continue to be eligible for special education services
under IDEA until he or she receives a traditional high school diploma or
through the school year in which the student turns twenty-two (22).
(11) The required four (4) credits of English
shall include English I, English II, English III, and English IV.
(12) Three (3) of the required (4) credits of
mathematics shall include Algebra I, Algebra II, and Geometry, or the
equivalent Integrated Math I, II, and III. The fourth (4th) credit shall be in
another mathematics course beyond Algebra I or, Integrated Math I which may
include, but is not limited to, Computer Science as set forth in Paragraph
(2)(b) of this Rule.
(a) Students shall be
enrolled in a mathematics course or courses that are approved course
substitutions that count as meeting this requirement each year of high
school.
(b) Students who complete
any of the required math credits prior to the ninth (9th) grade shall receive
graduation credit for that coursework; however, those students are still
required to enroll in math during each high school year.
(c) Students with a qualifying disability who
have deficits in mathematics as documented in the individualized education
program (IEP) shall be required to achieve at least Algebra I and Geometry (or
the equivalent Integrated Math I and Integrated Math II). The required number
of credits in math will be achieved through strategies such as, but not limited
to, increased time, appropriate methodologies, and accommodations as determined
by the IEP team.
(13) The
three (3) credits of science shall include Biology, Chemistry or Physics, and a
third lab science which may include, but is not limited to, Computer Science as
set forth in Paragraph (2)(b) of this Rule.
(a) Students with a qualifying disability as
documented in the IEP shall be required to achieve at least Biology I and two
(2) other lab science credits. The required number of credits in science will
be achieved through strategies such as, but not limited to, increased time,
appropriate methodologies, and accommodations as determined by the IEP
team.
(14) The three (3)
credits of social studies shall include United States History and Geography,
World History and Geography, Economics, and United States Government and
Civics.
(15) Students must earn
one-half (1/2) credit in Personal Finance. Three (3) years of JROTC may be
substituted for one-half (1/2) credit of Personal Finance if the JROTC
instructor attends the Personal Finance training conducted by the
Department.
(16) The two (2) world
language credits must be earned in the same world language.
(17) The three (3) elective focus credits may
be earned in CTE, science and math, humanities, fine arts, AP/IB, computer
science, or other areas designed to prepare students for the workforce and
postsecondary approved by the local board of education.
(a) Students completing a CTE elective focus
must complete three (3) credits in the same CTE career cluster or
state-approved program of study.
(b) The credit requirement for fine arts or
world language may be waived by the director of schools for students, under
certain circumstances, to expand and enhance the elective focus. Prior to
waiver of the requirement for fine arts or world language, the student's parent
or guardian must agree to the waiver in writing.
(c) The director of schools may waive the
third (3rd) credit requirement of the elective focus during a student's 12th
grade year if the completion of the third (3rd) elective focus credit would
prevent or delay graduation. This waiver option includes those students who
transfer during the eleventh (11th) or twelfth (12th) grade year to a Tennessee
high school from a school in another state or country, or from a non-public
school.
(18) All
full-time students in grades nine (9) through twelve (12) shall be enrolled
each semester in subjects that produce a minimum of five (5) units of credit
for graduation per year. Students with hardships and gifted students may appeal
this requirement to the director of schools and then to the local board of
education.
(19) Every local board
of education shall develop a policy regarding the minimum and maximum units in
any course or subject area for which a student may earn credit toward
graduation.
(20) A public high
school student may complete an early high school graduation program through the
Move on When Ready Program and be eligible for unconditional entry into a
public two (2)-year institution of higher education or conditional entry into a
public four (4)-year institution of higher education in accordance with T.C.A.
§§
49-6-8101 - 49-6-8106 and the
State Board's High School Policy 2.103. A student who does not participate in
the Move on When Ready Program may still graduate earlier than the end of their
12th grade year of high school, provided the student
meets all graduation requirements for a traditional high school diploma set
forth in this rule and the State Board's High School Policy 2.103, and any
additional requirements for early graduation set by the LEA.
(21) A variety of honors and distinctions may
be awarded to graduating students meeting state or locally specified criteria.
Each local school board shall develop a policy prescribing how students meeting
honors and distinctions requirements will be noted and recognized.
(22) LEAs may design student recognition
programs that allow students to graduate with honors if they have met the
graduation requirements and have attained an overall grade point average (GPA)
of at least a 3.0 or higher on a 4.0 scale. LEAs may set a higher GPA at their
discretion. LEAs may specify additional requirements, such as requiring
students to demonstrate performance of distinction in one (1) or more
areas.
(23) Students who score at
or above all the subject area readiness benchmarks on the ACT or equivalent
score on the SAT shall graduate with "state honors."
(24) Students shall be recognized as
graduating with "district distinction" if they have met the graduation
requirements for their diploma type, have obtained an overall GPA of at least a
3.0 or higher on a 4.0 scale, and have earned an industry credential that was
on the list promoted by the Department of Education at the time the student
earned it.
(25) A student who earns
a composite score of nineteen (19) or higher on the ACT, or an equivalent score
on the SAT, and earns a capstone industry credential as promoted by the
Department of Education, shall be recognized as a "Tennessee Tri-Star Scholar"
upon graduation from high school. A student who fulfills the requirements of
the Tennessee Work Ethic Distinction program shall also be recognized as a
Tennessee Tri-Star Scholar upon graduation from high school. The public high
school shall recognize the student's achievement at the graduation ceremony by
placing an appropriate designation on the student's diploma, or other
credential, or by providing a ribbon or cord to be worn with graduation
regalia. The student shall be noted as a Tennessee Tri-Star Scholar in the
school's graduation program.
(26)
Students will be recognized as graduating with "state distinction" by attaining
a B or better grade point average and completing one (1) of the following:
(a) Earning an industry credential that was
on the list promoted by the Department of Education at the time the student
earned it;
(b) Participating in at
least one (1) of the Governor's Schools;
(c) Participating in one (1) of the state's
AllState musical organizations;
(d)
Earning statewide recognition or award at a skill- or knowledge-based state
tournament, convention, or competition hosted by a statewide student
organization, and/or qualifying for national recognition by a national student
organization;
(e) Being selected as
a National Merit Finalist or Semi-Finalist;
(f) Attaining a score of thirty-one (31) or
higher composite score on the ACT or SAT equivalent;
(g) Attaining a score of three (3) or higher
on at least two (2) advanced placement exams;
(h) Successfully completing the International
Baccalaureate Diploma Programme; or
(i) Earning twelve (12) or more semester
hours of postsecondary credit.
(27) LEAs shall recognize students who have
attained a high level of proficiency in speaking, reading, and writing in one
(1) or more languages in addition to English with a "Seal of Biliteracy."
Students receiving this recognition shall meet the following criteria:
(a) Complete all English language arts (ELA)
requirements for graduation with an overall grade point average of 3.0 or
higher in those classes;
(b)
Demonstrate English proficiency through one (1) of the following:
1. Score at the on-track or mastered level on
each ELA end-of-course assessment taken;
2. Score three (3) or higher on an Advanced
Placement English Language or English Literature exam; B1 or higher on a
Cambridge International English exam; or four (4) or higher on an International
Baccalaureate English exam;
3.
Score twenty-two (22) or higher on the ACT Reading subtest or four hundred
eighty (480) or higher on the SAT evidence-based reading and writing subtest;
or
4. Score 4.5 or higher on the
WIDA Access, if the student is an English learner; and
(c) Demonstrate proficiency in a world
language through one (1) of the following:
1.
Score Intermediate-Mid or higher in all three (3) communication modes
(interpersonal, interpretive, and presentational) on a world language
proficiency assessment recognized by the American Council on the Teaching of
Foreign Languages (ACTFL);
2. Score
three (3) or higher on an Advanced Placement world language exam; B1 or higher
on a Cambridge International world language exam; or four (4) or higher on an
International Baccalaureate world language exam;
3. Score at the Intermediate level or higher
on the Sign Language Proficiency Interview (SLPI: ASL);
4. Pass a foreign government's approved
non-English language exam, or score at a level comparable to Intermediate-Mid
or higher on the ACTFL proficiency scale on another country's secondary level
standardized exam in the country's non-English native language; or
5. Score at a level comparable to
Intermediate-Mid or higher on the ACTFL proficiency scale on an LEA developed
alternate model. Alternate models may only be used if the identified world
language does not have an associated nationally recognized assessment and must
address communication, cultures, connections, comparisons, and
communities.
(d) Each
school shall document and track students' progress toward the Seal of
Biliteracy.
(e) Each local board
shall affix an appropriate insignia to the diploma of the qualifying student
indicating that the student has been awarded a Tennessee Seal of
Biliteracy.
(28) Students
who voluntarily complete at least ten (10) hours of community service each
semester the student is in attendance at a public high school shall be
recognized at their graduation ceremony.
(29) Students graduating with a gold or
platinum medal on National Career Readiness Certificate (WorkKeys) shall be
recognized at their graduation ceremony.
(30) Students graduating with a
district-developed work ethic distinction shall be recognized at their
graduation ceremony.
(31) Students
who are interested in pursuing a career in a high-need, high-skill industry
after graduation may earn an "Industry 4.0 diploma distinction." The student's
school shall include on the student's transcript the Industry 4.0 distinction
if the student fulfills all Industry 4.0 distinction requirements upon
graduation.
(a) Each public high school,
including public charter high schools, shall notify ninth (9th) grade and tenth
(10th) grade students enrolled in the high school of the opportunity to pursue
an Industry 4.0 diploma distinction no later than ten (10) days after the first
day of each semester of the school year.
(b) A high school student interested in
receiving an Industry 4.0 diploma distinction shall before the end of their
tenth (10th) grade year:
1. Notify the
student's counselor or school principal of the student's intent to pursue an
Industry 4.0 diploma distinction;
2. Provide the student's counselor or school
principal with documentation signed by the student's parent or legal guardian
indicating that the student's parent or legal guardian is aware of the
requirements for the parent's or legal guardian's student to obtain an Industry
4.0 diploma distinction and consenting to the student's
participation;
3. Register with a
regional American Job Center or other career counseling or community partner
approved by the student's school; and.
4. Enroll in at least one (1) work-based
learning or dual enrollment course for the student's eleventh (11th) grade
year.
(c) Beginning in
the student's eleventh (11th) grade year, a student pursing an Industry 4.0
diploma distinction shall meet, no less than once per month, with a career
coach who has been approved to provide career coaching services by the
student's school. The career coach must:
1. Be
an American Job Center career coach, a career coach from a career counseling or
community partner approved by the United States Department of Labor's regional
office for the state of Tennessee, or a licensed school counselor or an
educator who holds a work-based learning certificate provided by the Department
of Education; and
2. Meet, no less
than once per month during the school year, with students assigned to the
career coach by the student's school principal to assist students in:
(i) Developing the personal attributes
required for success in the workforce, which include, but are not limited to,
time management, networking, communication, teamwork, creative thinking, and
conflict resolution;
(ii) Applying
for dual enrollment grants or other available financial aid opportunities,
including, but not limited to, grants and scholarships administered by the
Tennessee Student Assistance Corporation;
(iii) Identifying the best combination of
dual enrollment, work-based learning, and internship opportunities available to
the student; and
(iv) Preparing for
standardized assessments such as the ACT.
(d) Before the end of the student's eleventh
(11th) grade year, a student pursuing an Industry 4.0 diploma distinction shall
enroll in work-based learning or dual enrollment courses for the student's
twelfth (12th) grade year.
(e) A
student receiving an Industry 4.0 diploma distinction shall successfully
complete all coursework required for graduation for their diploma
type.
(f) A student pursuing an
Industry 4.0 diploma distinction may earn at least one (1) science credit and
at least one (1) math credit through course substitutions approved by the State
Board, including, but not limited to, dual enrollment and work-based learning
courses that are aligned to a student's chosen career path. Work-based learning
course substitutions may only fulfill a student's third (3rd) credit of science
and/or fourth (4th) credit of math. Pursuant to State Board Rule
0520-01-03-.03, high schools
shall accept dual enrollment courses as a substitution for an aligned
graduation requirement course.
(g)
A student receiving an Industry 4.0 diploma distinction shall earn nine (9)
credits of dual enrollment or work-based learning in grades nine (9) through
twelve (12), which may be satisfied by the student's successful completion of
dual enrollment coursework, work-based learning experiences, on-the-job
training, or other mentorships or structured educational experiences that allow
the student to apply the student's knowledge and skills in a work environment
to develop an understanding of workplace expectations.
Authority: T.C.A. §§
49-1-302,
49-1-302(a)(2) and
(13),
49-6-101,
49-6-201,
49-6-3001(c) and
(c)(1),
49-6-3003,
49-6-3005,
49-6-3104,
49-6-3105,
49-6-6001,
49-6-6201, and 49-6-8301, et seq.;
Sections 30, 78 through 80, and 88 of Chapter 535 of the Public Acts of 1992;
and Public Chapter 448 (2013).
