Shaping Futures: Indiana's Bold New High School Diploma Redesign Promises Flexibility and Real-World

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INDIANA – As the Indiana Department of Education (IDOE) gears up to reshape high school diplomas, local educators are diving into the details, weighing the potential impacts on students, and voicing their perspectives on this transformative proposal.

The IDOE’s latest draft for a diploma redesign introduces a flexible, forward-thinking framework aimed at aligning educational outcomes with future workforce and higher education requirements. Unveiled on August 14th, this new structure seeks to address the growing gap between students' intentions and their actual post-secondary pursuits.

Dan Funston, Concord Community Schools' Superintendent and co-chair of the statewide committee on the redesign, is at the forefront of this initiative. "Our goal is to bridge the gap between what students aspire to and what they actually achieve," Funston explains. Current data highlights a disparity: while 76% of Indiana high school graduates plan to pursue higher education, only 53% follow through. Similarly, although 58% of jobs in the state require post-secondary training, only 47% of students receive the necessary skills.

The proposed redesign includes a foundational set of requirements for all students, akin to the current Core 40 diploma, but with increased flexibility. Students can now tailor their education with courses that match their interests and future aspirations. The addition of honors seals aims to recognize various pathways to success—whether in enrollment, employment, or enlistment. “The Carnegie Unit system, where every student spends the same amount of time in each class, doesn’t reflect individual learning needs,” Funston notes. “This new approach focuses on competencies and real-world experiences, which are crucial for student success.”

The redesigned diploma will raise the credit requirement from 40 to 42, yet maintains the feasibility of earning up to 60 credits during high school. Students can aim for Honors or Honors Plus seals by engaging in additional coursework, earning college credits, and completing work-based learning. This proposal seeks to simplify and personalize the diploma, allowing students to earn seals that align with their individual goals.

Local school leaders like Sean Galiher, Principal of Penn High School, welcome the changes. “The updated diploma design is not only clearer but also more adaptable for our students,” Galiher says. At Penn High, many students are already engaged in work-based learning and college credit opportunities. Galiher anticipates that all students will pursue at least one honors seal, reflecting the school’s commitment to rigorous and relevant education.

The program also emphasizes the importance of industry collaboration. Funston advocates for strong partnerships between schools and businesses to ensure that apprenticeships and work-based learning align with industry needs. “We need businesses to actively participate in shaping the curriculum to ensure a smooth transition from education to employment,” Funston asserts. This collaborative effort aims to create a robust network of opportunities for students while preventing redundancy and maximizing efficiency.

The IDOE’s diploma proposal is set to be reviewed by the State Board of Education in December, with schools potentially adopting the new framework as early as next academic year. While some educators, including Funston and Galiher, feel it may be premature to opt in before all details are finalized, they are optimistic about the potential benefits.

As Indiana navigates this pivotal shift in education, the redesign promises to enhance the relevance and impact of high school diplomas, ultimately fostering a more adaptable and skilled future workforce.