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Georgia Graduation Rule Revision

Frequently Asked Questions

Why is the graduation rule being changed now?
The rule is being revised in conjunction with the implementation of the new Georgia Performance Standards in English, Mathematics, Science, Social Studies and in other electives. The new curriculum and the new graduation requirements will help students graduate from high school with the knowledge and skills they need to be successful in college and the workplace.

When will the changes go into effect?
The new requirements will go into effect for students enrolling in the ninth grade for the first time in the 2008-2009 school year and subsequent years.

What are the major changes in the new rule?
Georgia’s “tiered” diploma system is being eliminated. Currently, there are four tiers, each with different requirements: College Preparatory (CP), College Preparatory with Distinction (CP+), Technology/Career (TC) and Technology/Career with Distinction (TC+). The new rule has one common set of requirements for all students with various options for meeting those requirements, including advanced courses such as Advanced Placement, International Baccalaureate, post-secondary options and career-oriented courses offered under our Career, Technical and Agricultural Education (CTAE) programs. It is important that all students – regardless of their post-secondary plans – have a rigorous core of classes.

How will these changes affect students who are currently in high school?
The new rule will not affect students who enrolled in the ninth grade before 2008. They will remain under the current graduation rule requirements.

How are the new graduation requirements different from Georgia’s current set of graduation requirements?
All students will be required to complete a total of 23 units for graduation, an increase of 1 unit for most students under the current rule. All students will take:

Under the new rule, will local school districts be allowed to make decisions regarding graduation requirements?
Yes. The State Board of Education establishes minimum requirements for graduation. Local districts can establish additional graduation requirements beyond those set by the State Board of Education.

Will the new rule force high schools to change their daily class schedule?
No. The new rule allows flexibility in developing a schedule that meets the needs of the local district and school.

Will the new Graduation Rule reduce the number of electives students may take?
No. Under the new rule, students will be required to take 7 electives. Students are encouraged to choose electives that support their future academic and career goals. A wide range of courses are available, including academic, career tech, fine arts, foreign language, advanced placement, and post-secondary options.

Will these new requirements cause more students to struggle?
For students who need more time and attention in order to master course standards and meet graduation requirements, schools are offering support classes, after-school tutorial programs and other instructional opportunities outside the regular class period.

Will Fine Arts, Foreign Language and CTAE courses be required in the new rule?
A total of 3 units are required from CTAE and/or Foreign Language and/or Fine Arts for all students. Students planning to enter or transfer into a University System of Georgia institution or other post-secondary institution must take two units of the same foreign language.

Can students take high school courses in middle school for credit?
Unit credit may be awarded for courses offered in the middle grades that meet 9-12 Georgia Performance Standards requirements. The local Board of Education must approve the awarding of this credit.

What about students who receive special education services?
Students with Disabilities will be eligible to earn a regular diploma by meeting the requirements outlined in the rule and in their Individual Education Plan.

How will these new graduation requirements affect advanced learners?
Advanced classes will continue to be offered to students, including Advanced Placement, International Baccalaureate, dual enrollment, and industry certification courses.

Will students be required to take two years of foreign language?
All students are encouraged to earn two units of credit in the same foreign language. Students planning to enter or transfer into a University System of Georgia institution or other post-secondary institution must take two units of the same foreign language.

Why are the high school math courses changing?
Georgia is implementing a new mathematics curriculum, the Georgia Performance Standards (GPS). The GPS were approved for all core content areas several years ago, along with a phase-in plan for implementation. The new Georgia Performance Standards for mathematics courses integrate algebra, geometry and statistics at all levels. Since the new Standards do not match the content in our current math courses, course titles such as Algebra I, Geometry, Algebra II, etc. will be replaced by Math 1/Accelerated Math 1, etc. Beginning in 2008, two math sequences will be available: Math 1, 2, 3, 4 and Accelerated Math 1, 2, 3 with multiple fourth-year options.

Does a student taking a GaDOE-identified CTAE pathway science course receive two credits?
Students may receive credit for a course only once. Certain courses may be used to meet the requirements for both science and a CTAE pathway, but only one credit will be awarded and that credit must be for science.

Are science courses listed in a mandated sequence?
No, science courses may be placed in a sequence by the LEAs to best meet the need of their students.

Do students have to take Physics and Chemistry to get into college?
No, colleges and universities typically require “a” physical science. Both courses are considered physical sciences. Some universities do have a requirement for one of the two, so it is in the best interest of the student to take at least one.

Do all students have to take Physical Science since it is on the Georgia High School Graduation Test?
No, the Georgia High School Graduation Test (GHSGT) will be altered to represent Biology and the physics portion of Physical Science. However, students not taking the Physical Science course must take the Physics course to be prepared for the GHSGT.

Why must students with the most significant cognitive disabilities be assessed using the GAA during middle school, as well as Grade 11 in high school? Why can’t this decision be made later?
The provision for students with the most significant cognitive disabilities was intended to provide a high school diploma path for a very small portion of the students with disabilities. They are those students who access the Georgia Performance Standards at an entry or prerequisite level and for whom that access is often provided through augmented communication, assistive technology and significant personnel supports. In all but the most unusual circumstances, the presence of the cognitive, motor and sensory disabilities is known at the time the student enters school. Leaving the option open until middle school, was intended to provide a wide opportunity so that ONLY appropriate students are included.

What allowances will be made for arranging re-takes of the GAA if the student is not proficient in all areas during the first administration in 11th grade?
Students will be able to participate in re-administrations of the GAA. The state will assume the cost of the scoring, just as it does for the GHSGTs and the GHSWT. The Divisions for Special Education Services and Supports will work with Testing on the specifics.

Is the special education diploma still an option?
The special education diploma is still part of the graduation rule as an option for students with disabilities. However, IEP teams should very cautious when selecting this option. The student and parent who select this option prior to the student reaching the 22nd birthday should still be offered an IEP that is designed to provide the instruction and support to allow the student to meet requirements for the high school diploma. The student can still participate in graduation ceremonies at the end of four years. The student and parent should be made aware that the special education diploma, in most circumstances, does not meet requirements for many types of employment, entry into the military, or admission to post-secondary educational institutions.

Can the special education diploma be counted for AYP?
The special education diploma does not meet the federal criteria to be counted as a high school diploma when calculating the graduation rate for AYP. Only those high school diplomas which are tied to a rigorous curriculum meet the requirements for graduation rate. The special education diploma, the high school certificate as well as students who drop out are not counted as receiving a high school diploma when calculating graduation rate.

Won’t the students who take longer than the traditional four years to graduate count against our AYP calculation?
By the time the students impacted by this rule are completing four years of high school; Georgia will have revised the process for calculating graduation rate. NCLB allows for students to count positively toward graduation when they complete high school in the standard number of years. Georgia is exploring various ways to define the standard number of years. However, systems should be aware that the special education diploma does not count toward AYP under the current graduation rule, nor will it count toward AYP under the new graduation rule.

Some school systems allow students to participate in graduation ceremonies with their peers after four years of high school based on achieving a special education diploma even though they plan to continue some educational services. If these students are not reported as EXITED at the time they receive a special education diploma, they will not be included in the calculation until such time as they do actually exit with the high school diploma.

What options will there be for special education students who can pass all the general education courses, but can’t pass the GHSGT because they have unique assessment needs to demonstrate what they know and are able to do?
Federal Regulations, released in April, 2007, gave states the option of developing an alternate assessment based upon modified achievement standards for use with students with disabilities (up to 2% of the population of a grade level) who, even with appropriate instruction in grade-level standards, and with special education and related services, would not meet the grade-level expectations within the time covered by the student’s current Individualized Education Program (IEP). Student participation in this assessment, as with the others in the state-wide assessment program, would be determined by the student’s IEP team, based upon certain criteria. Federal Regulations also state that participation in the alternate assessment based upon modified achievement standards may not preclude a student from pursuing a high school diploma. Georgia is currently studying this option for assessing students with disabilities.

Please explain the provision for the mathematics requirement and students with disabilities in more detail. What are the specifics of the core course and the support class?
The graduation rule allows for students with disabilities to graduate with a high school diploma after accumulating three mathematics credits (instead of 4) if they have taken Mathematics I with a support class (two units of credit, one core and 1 elective) and Mathematics II with a support class (another 2 units of credit, 1 core and 1 elective) and then either Mathematics III or another mathematics unit. It is anticipated that the core mathematics units will most likely be in a co-taught or collaborative setting and that the support class will also provide co-taught or collaborative support. However, there will certainly be students with disabilities who do not need special education support in mathematics as well as those for whom the co-taught or collaborative environment without the need for the support class will be more appropriate. These students will need four units of math to graduate.

Isn’t it unfair that special education students will have to take so many support classes to be sure they pass mathematics? Isn’t this limiting their high school experience?
The need for support classes may extend the time it takes a student with a disability (or any student) to obtain all credits needed or desired for the high school diploma. Although many students would like to complete all the requirements within the traditional four year period, specific transition planning should now be better able to address the requirements for the high school diploma and the possibility that additional time (or summer coursework) may be necessary to prepare students to meet the requirements to be college and work ready. Even if students do not plan to seek to post-secondary education, it is important that high school provide them with the skills to meet the increased demands of the workplace.