New York Lowers High School Graduation Standards, Drawing Criticism
The state's Board of Regents has eliminated the requirement for students to pass Regents exams to graduate, a move critics argue further diminishes educational expectations.
New York State's Board of Regents has decided to no longer require students to pass Regents exams to earn a high school diploma, a policy change that takes effect with the graduating class of 2028. While the exams will still be administered, their direct link to graduation will be severed, a development critics contend represents a significant rollback of educational standards.
The Board of Regents, an institution predating the U.S. Constitution, has overseen New York's public education system for generations. Historically, the state was known for its commitment to high academic expectations, evident in its public university system and selective high schools. This era was characterized by a belief that all students, regardless of socioeconomic background, could achieve at high levels, with educational challenges seen as obstacles to overcome rather than excuses for failure.
In recent decades, however, the approach to education in New York has shifted. The state has expanded alternative pathways to graduation and implemented programs like "credit recovery," with nearly half of New York City high schools utilizing such options by 2018 for students who had not completed required coursework. Furthermore, New York eliminated a basic literacy skills test for prospective teachers in 2017 and revised certification requirements five years later.
Regent Felicia Thomas-Williams described the philosophical shift, stating, "You don’t assess a fish on climbing a tree because fish can’t climb trees." This perspective, however, is countered by arguments that fundamental skills like reading and mathematics are not innate talents but competencies that schools are designed to impart.
Critics point to the academic performance of other states, such as Mississippi, as a point of comparison. Despite spending a fraction of New York's education budget, Mississippi's fourth-graders have shown improved reading scores on the National Assessment of Educational Progress (NAEP), outperforming their New York counterparts. Mississippi's approach has reportedly focused on evidence-based reading instruction, teacher training, early identification of struggling readers, and timely interventions.
This recent decision by the Board of Regents has reignited debates about accountability, educational standards, and the state's commitment to rigorous academic achievement, particularly for students from disadvantaged backgrounds. The move is seen by some as a capitulation to lower expectations, undermining the value of a New York high school diploma and diverging from the state's historical educational legacy.