New York State education officials have put forward a proposal to shift high school diplomas away from traditional credit accumulation toward a competency-based model that focuses on demonstrating mastery of key skills and knowledge. The Department of Education outlined the plan during the Board of Regents meeting on Monday, marking a significant step in a years-long effort to reform graduation requirements.

Under the current system, students must earn 44 credits in required subjects—including English, math, physical education, and the arts—and pass Regents exams to obtain a diploma. The proposed competency-based diploma would allow students to fulfill graduation requirements through alternative means such as internships, independent studies, or laboratory work, rather than completing standard year-long courses. Local school districts would retain authority over how competencies are demonstrated and assessed.

Shannon Logan, a special assistant at the education department, described the proposed framework as one in which students prove readiness through “substantive evidence of what they know and are able to do,” rather than by accumulating credit hours or passing a single exam. The proposal is part of a broader initiative that also includes phasing out the Regents exam as a graduation requirement. The changes are slated to take effect for students entering high school in the fall of 2029, with the first competency-based diplomas expected to be awarded in 2033.

Despite the ambition of the plan, many details remain unresolved. As of the board meeting, the department was still developing statewide competency standards, along with rubrics to ensure instructional quality. These competencies will be informed by New York’s “Portrait of a Graduate,” a framework targeting college and career readiness, critical thinking, and global citizenship, among other attributes.

Education officials also plan to introduce a redesigned statewide transcript intended to provide a more comprehensive picture of student readiness for life beyond high school. Angelique Johnson-Dingle, deputy commissioner of instructional support, indicated the new transcript will move beyond traditional course grades and test scores, but specifics have yet to be finalized.

Board members voiced concerns about the lack of clarity surrounding implementation. Regent Hasoni Pratts of Brooklyn noted that educators and parents are seeking concrete guidance on how students will demonstrate their competencies and how teachers should prepare. “We kind of need to have some more definitive things that we can actually tell people,” Pratts said, underscoring the need for clearer communication.

Commissioner Betty Rosa acknowledged the outstanding questions but emphasized that significant outreach has taken place through school visits and teacher training sessions. “The idea is that we do have to change,” she stated, while conceding that uncertainties will remain as the department continues to refine the proposal.

As New York prepares for this potential shift in high school graduation standards, stakeholders await further details on how competency-based diplomas will be defined, assessed, and integrated into the existing educational framework.