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NY Inspires

NY Inspires

The Vision

NY Inspires: Raising Expectations. Expanding Opportunity. Transforming Ϲ.

NY Inspires: Transforming Ϲ, Empowering Futures

"This vision demonstrates that educational excellence and educational equity can be advanced together, without relying solely on narrow measures of student success."
Dr. Edmund W. Gordon, American Psychologist & Professor

The History of NY Inspires

Rethinking Our Ϲ System, Together (2019-2023)

Ϲ Transformation: The Spark (2019)

NY Inspires began in 2019 when Dr. Betty A. Rosa, then-Chancellor of the New York State Board of Regents, wrote a column imploring New Yorkers to rethink and reimagine our education system, as the current one was leaving too many students behind. In that column, now-Commissioner Rosa posed questions that would guide conversations among New York State stakeholders at regional meetings held between 2019 and 2022, prompting teachers, parents, students, administrators, and staff to consider:

  • What do we want our children to know and be able to do before they graduate?
  • How do we want them to demonstrate such knowledge and skills?
  • To what degree does requiring passage of Regents exams for a diploma improve student achievement, graduation rates and college readiness?
  • What other measures of achievement (e.g., capstone projects, alternative assessments or engagement in civic and community activities) could serve as indicators of high school completion?

A few months after Commissioner Rosa sparked the conversation on education transformation in New York State, the Board of Regents created a Blue Ribbon Commission (BRC) on Graduation Measures. The BRC was charged with developing recommendations to the Board of Regents on what measures of learning and achievement could better serve New York’s diverse student population as indicators of what they know and their readiness for college, career, and civic life.

The Graduation Measures Initiative (2019 – 2023)

The Graduation Measures Initiative followed three that engaged all New Yorkers through regional and virtual convenings, meetings of the Blue Ribbon Commission (BRC), Thought Exchanges, and public presentations to the Board of Regents.

Phase 1: Information Gathering & Learning (2019-2022)

To inform the work of the Commission, the Department gathered input from New Yorkers through 19 in-person regional meetings and eight virtual meetings held between Winter 2020 and Spring 2022. The Department also partnered with the Regional 2 Comprehensive Center to conduct a literature review and policy scan of graduation requirements across selected states and countries during Phase 1.

  • View the , , and presentations to the Board of Regents for more information on the insights gained in Phase 1.

Phase 2: Blue Ribbon Commission (2022-2023)

In the Fall of 2022, the BRC on Graduation Measures began a thoughtful and inclusive process to explore what a New York State high school diploma means and what it should signify to ensure educational excellence and equity for all New York State children. Composed of approximately 40 individuals representing the diversity of New York State’s schools and communities, the BRC was structured to feature two subcommittees, a steering committee, a parent advisory committee, and a student advisory committee.

The BRC’s meetings began in Winter 2022 and culminated in a three day, in-person convening in the Summer of 2023.

  • Watch this 2023 video for a window into Blue Ribbon Commission members’ experiences as they worked to finalize recommendations on New York State graduation measures.

Phase 3: Regents’ Discussion & Internal Work Group (2023)

In November 2023, the Department presented the recommendations of the BRC on Graduation Measures to the Board of Regents for consideration. The outcomes of the BRC’s work included four priority areas, 12 recommendations, and a draft portrait of a graduate.

Following the release of the BRC report, the Department formed an internal work group to unpack the recommendations while soliciting additional stakeholder feedback.

Recommendations of the Blue Ribbon Commission on Graduation Measures (2023)

After years of research and listening to educators, community members, families, and students, the BRC found that New York’s diploma requirements did not focus on the skills that drive success in college, career, and civic life and that the rigid system of credit and assessment requirements has constrained opportunities for students to demonstrate what they know and are able to do.

In their report, the BRC identified four priority areas and 12 recommendations to re-envision a system that provides equitable opportunities for ALL New York State students to achieve high-level skills, knowledge, and competencies that reflect readiness for them to be successful after high school.

Priority Areas:

  • Multiple Pathways to One Diploma
  • Assessment Flexibility
  • Meaningful, Life-Ready Credentials and Skills
  • Culturally Responsive Curriculum, Instruction, and Assessment

Recommendations:

  1. Replace the three diploma types with one diploma, with the option to add seals and endorsements.
  2. Include civic responsibility (ethics); cultural competence; financial literacy education; fine and performing arts; science, technology, engineering, and mathematics (STEM) credit(s); and writing, including writing skills for real world scenarios in diploma credit requirements.
  3. Ensure access to career and technical education (CTE), including internships and work-based learning opportunities for all students across New York State
  4. Move to a model that organizes credit requirements—including content area credit requirements—into larger categories (e.g., mathematics and science courses could be included in the “STEM” category).
  5. Reduce and/or modify diploma assessment requirements to allow more assessment options.
  6. Create state-developed rubric(s) for any performance-based assessments allowed as an option to satisfy the diploma assessment requirements.
  7. Create more specific, tailored graduation requirements to address the unique circumstances of certain groups of students (e.g., non-compulsory age students, newcomer students, refugee students).
  8. Provide exemptions from diploma assessment requirements for students with significant cognitive disabilities and major life events and extenuating circumstances (e.g., medical conditions, death of a family member, trauma prior to sitting for a required exam).
  9. Pursue regulatory changes to allow the discretion to confer high school degrees posthumously.
  10. Require all New York State teacher preparation programs to provide instruction in culturally responsive-sustaining education (CRSE) practices and pedagogy.
  11. Require that professional development plans include culturally responsive-sustaining education practices and pedagogy.
  12. Review and revise the New York State learning standards.

Read the full Report of the New York State Blue Ribbon Commission on Graduation Measures.

NY Inspires: A Plan to Transform Ϲ in New York State (2024-2029+)

Four Transformations: The Vision (2024)

At the June 2024 Board of Regents meeting, the Department presented a vision to implement the BRC recommendations which called for transformative action in four areas:

  • Transformation #1. Adopt the New York State Portrait of a Graduate

The Portrait of a Graduate is intended to create a shared understanding of the skills and knowledge that New York State public school graduates have demonstrated. To earn a high school diploma, students must demonstrate proficiency in both the New York State Portrait of a Graduate and the New York State high school learning standards.

  • Transformation #2. Redefine Credits and Learning Experiences

Students’ learning experiences will include more than siloed courses. Schools will offer students the opportunity to not only gain content knowledge, but build the skills needed for college and careers: the ability to apply knowledge, solve problems, communicate ideas, innovate, collaborate, adapt and reflect. Learning experiences may include courses, but also interdisciplinary project-based learning, career-connected learning, labs, seminars, virtual learning, workshops, work-based learning, community-based learning, fieldwork, studios, and dual-enrollment courses.

  • Transformation #3. Sunset Diploma Assessment Requirements

High expectations remain; what is changing is how students will be able to demonstrate how they met them.Beginning in the 2027-28 school year, students will not be required to pass Regents Exams to earn a NYS High School Diploma. Students will continue to be assessed through multiple measures by their district, and they will still take specific state-level assessments required by federal law. Regents Exams will continue to be available as one way students can demonstrate learning, but there will be expanded ways for students to show what they know and can do.

  • Transformation #4. Move to One Diploma

All students who satisfy state requirements will earn a New York State high school diploma. This approach will eliminate the local diploma; the “advanced designation” diploma will become a seal or endorsement, and districts will be authorized to add additional seals and endorsements.

The transformational vision was followed by additional opportunities for stakeholder feedback through a series of . Then, in November 2024, the Department presented “” to the Board of Regents.

Shaped by feedback from both the public and members of the state’s education communities, the NY Inspires Plan ensures a comprehensive understanding of the needs and perspectives of various stakeholders and serves as a roadmap for executing four transformations that stem from the 12 recommendations outlined in the BRC report.

  • See our FAQs for more information on the four transformations.
  • See our Transformation Timeline webpage for information on the NY Inspires implementation plan.
The Portrait of a Graduate (2025)

In July 2025, the Board of Regents adopted the New York State Portrait of a Graduate. The Portrait of a Graduate supports the P-20 continuum by ensuring that every student graduates high school prepared and empowered to make meaningful contributions to their communities and beyond. It provides opportunities for enhanced critical thinking and problem-solving skills by encouraging deeper thinking and the application of knowledge; and it encourages teachers to adapt their teaching to meet the needs of our diverse, unique learners by increasing flexibility and creativity in education to make learning more relevant, interesting, and engaging for all students.

With culturally responsive-sustaining education at the center, the Portrait outlines the skills and qualities every student should have to thrive in college, career, and community. These interconnected attributes should shape daily learning in ways that meet students where they are developmentally, and ensure they leave high school ready to learn, grow, create, work, and contribute.

New York State’s Ϲal Assessment Strategy (2025)

NY Inspires emphasizes allowing different ways for students to show what they know and are able to do. The types of evidence that can be used to demonstrate a student is ready for what comes after high school should be varied and contribute different pieces to a holistic picture of student accomplishments.

To help educators gather the evidence they need – and to support schools in creating their own intentional assessment strategy that reflects the values of their community – in early 2025, the Department released New York State’s Ϲal Assessment Strategy, which says that we must collect information from multiple sources to understand our students’ learning. We can then use that information to make decisions about how to support their individual learning needs.

Moving Toward a First-in-the-Nation Competency-Based System (2026+)

In June 2026, the Department announced that New York’s graduation requirements will move away from time-based measures and toward demonstrated readiness in the knowledge, skills, and competencies students need to succeed in college, career, civic life, and the world beyond high school, in a historic transformation of P-12 public education . This marks the most significant transformation of New York’s graduation system in generations and will establish a new national model for educational excellence.

The new diploma framework will be grounded in New York State competencies aligned to the Portrait of a Graduate and prioritized learning standards.

"This approach reflects an important evolution in educational assessment toward one that recognizes multiple dimensions of student readiness while preserving rigor and promoting opportunity."
Dr. Howard T. Everson, Professor

A Research-Driven, System-Wide Evolution

Informing the Vision: Exploratory Research & Data Collection

From 2019-2024, NYSED focused on better understanding what high school graduation measures existed across states and countries and engaged thousands of stakeholders around the question of what a New York State high school diploma should signify.

These knowledge-building activities informed the work of the Blue Ribbon Commission on Graduation Measures and the development of the four NY Inspires transformations.

Literature Reviews Conducted for NYSED

Exploring National Trends (2019-2020)

NYSED partnered with Achieve in the first phase of the Graduation Measures initiative to begin compiling research, information, and regional meeting feedback.

  • In December 2019, representatives from Achieve to the Board of Regents, including case studies on the high school graduate profile from Massachusetts, New Jersey, Indiana, and Ohio.
  • Achieve found a shifting landscape across the nation, with states modifying or adding to the number of options available to students to graduate from high school; making adjustments to assessments required for high school graduation; and exploring innovative approaches to high school pathways, such as competency-based diplomas, the use of performance-based assessments, and the inclusion of experiential learning opportunities.

Analyzing National & International Policy and Practice (2020-2022)

From 2020-2022, NYSED partnered with the Region 2 Comprehensive Center (R2CC), led by WestEd, to conduct a literature review on graduation requirements and measures, including a policy and practice scan of 7 states and 4 countries, as well as an analysis of New York's stakeholder feedback collected.

  • To the question: What graduation requirements promote educational excellence for all students, including members of special and vulnerable populations? R2CC’s literature review found:
    • Optional rigorous coursework, college preparatory programs, and greater exposure to math in high school tend to yield more positive college outcomes; and optional rigorous coursework, greater exposure to math, and nonacademic skills lead to greater career outcomes.
    • Student completion of optional rigorous coursework has a positive impact on college enrollment, college retention, and bachelor’s degree attainment.
    • Assessments required for graduation—like high school exit exams—were not positively associated with any college or career outcomes
  • Based on the review of the seven states, key skills and knowledge areas emerged as critical to students’ postsecondary readiness, and several legislative and policy changes were highlighted that will impact graduation requirements for future classes of U.S. students.
    • The policy changes emphasized such things as proficiency in financial literacy, digital equity, increased access to career planning and work-based learning, civic engagement, and the opportunity to earn diploma seals or badges.
    • All seven states provided varied pathways to graduation, an increased focus on career planning, and/or increased personalization rather than the more traditional one-size-fits-all approach.
  • In review of New York’s stakeholder regional meetings, survey, and ThoughtExchanges, R2CC found:
    • When asked what students should know and be able to do, stakeholders primarily discussed 21st-century skills, civic readiness, and career, college, and life skills.
    • When asked how these skills should be measured, stakeholders suggested performance-based measures that were more flexible and tailored to students’ unique needs.
    • Reported considerations emphasized an increased focus on key skills to prepare students for post-graduation and on equitable assessment opportunities for all students.
Stakeholder Feedback Collected by NYSED

Blue Ribbon Commission Monthly ThoughtExchange Questions (2022-2023)

  • What are the skills and abilities most needed by NY State graduates to be successful in their chosen postsecondary path?
  • What opportunities, experiences, and courses should be available to students in High School that align with their needs, dreams, and career exploration? Which of those should be mandatory?
  • Foundational skills, like initiative, time management, and collaboration, are shown to prepare students for school, college, career, civic engagement, and life, and are priorities of the business world. How can these skills be fostered and encouraged in K-12 education?
  • If you could design or redesign your high school experience, what would it look like, and why would you value it?
  • What are the barriers, including the unseen barriers, to student achievement that are not reflected in current graduation requirements? How can we address those?
    • Themes (barriers): mental health, large class sizes, funding
    • Themes (addressing barriers): vocational training, personalized instruction, increased instruction in soft skills
    • April 2023 ThoughtExchange results

(2024)

  1. Adopting a NYS Portrait of a Graduate (slides 4-5)
    • Challenges: implementation logistics; ensuring consistency and equity; measuring competencies; professional learning opportunities; financial and resource constraints
    • Opportunities: increased flexibility and student choice; multiple pathways to graduation; holistic, well-rounded education; real-world, career readiness; equitable, inclusive system
  2. Redefining Credit and Learning Experiences (slides 6-8)
    • Challenges: equity across districts; standardization of assessments; funding and resources; professional learning opportunities; monitoring student progress
    • Opportunities: personalized learning pathways; increased student engagement; real-world application; equitable access to education; flexible credit attainment
  3. Sunsetting Diploma Assessment Requirements (slides 9-10)
    • Challenges: equity and consistency; implementation and training; student progress monitoring; accountability and rigor; communication and clarity
    • Opportunities: supports all students; multiple pathways to demonstrate student proficiency; emphasis on skills, real-world readiness; reduction of test-related stress and anxiety
  4. Moving to One Diploma (slides 11-12)
    • Challenges: implementation and resources; communication and understanding; equity and access; maintaining standards; transition and adaptation
    • Opportunities: equity and inclusion; increased access to post-graduate opportunities; reduced student stress; personalized learning