NASBE Series Highlights State Innovation to Transform High Schools in Washington, Kentucky, and Indiana

Alexandria, VA — Because high schools too often fail to engage all students with relevant learning experiences and durable skills needed for success after graduation, state boards of education in Washington, Kentucky, and Indiana are rethinking the high school experience and advancing policies that promote flexible, student-centered learning; innovative approaches to assessment and accountability; and expanded access to postsecondary pathways.

These states are part of NASBE’s High School Transformation State Network, which builds the capacity of state boards to enable rich student experiences that foster content mastery and durable skills. A new series of State Innovations, published by NASBE, highlights their ongoing efforts.

The Washington State Board of Education anchored its push toward mastery-based learning by adopting a Profile of a Graduate, which engaged diverse stakeholders in deciding what competencies students should attain by graduation. The profile encourages schools to “think about where they want students to build out transferable skills across the whole K-12 curriculum,” said Alissa Muller, the board’s policy director.

The state board piloted mastery-based learning in 47 schools, which helped inform their policymaking. The board is now advancing a FutureReady initiative to align graduation requirements with the profile.

Kentucky began transforming high schools with pilot programs focused on fostering innovation and through greater local flexibility, beginning with community-driven portraits of a learner. These sets of high-level competencies will in turn guide districts in the design of aligned local assessment and accountability systems. The end goal is for every school to deliver vibrant learning experiences, state leaders say.

“The real magic has been in the listening tours…. We’ve really committed as a state and as a state board to listening to the field, to communities, about the innovation that is happening around the state,” said Lu Young, vice chair of the Kentucky Board of Education.

The Indiana State Board of Education recently approved a new diploma that will give students greater flexibility in designing their pathways to graduation. Students can opt to earn honors or honors-plus seals on their diplomas tied to three graduation pathways: college enrollment, employment, and enlistment and service. Earning the honors-plus seals guarantees students’ acceptance to Indiana public colleges and universities and presents opportunities for job interviews and enlistment.

“Personalizing the high school experience for Indiana’s students, with more opportunities for real-world learning, is critical to ensuring all of our students have access to better lives while lifting and sustaining the state’s economy and workforce,” said Indiana Education Secretary Katie Jenner.

Read the full State Innovations high school series:

• “Washington State Board Seeks Shift to Mastery-Based Learning”
• “Kentucky’s Homegrown Approach to Rethinking High Schools”
• “With New Diploma, Indiana Takes Step toward Remaking High School”

Additionally, state board members and leaders from each of these states reflect on their work during a recent NASBE High School Transformation State Network convening.

NASBE serves as the only membership organization for state boards of education. A nonpartisan, nonprofit organization, NASBE elevates state board members’ voices in national and state policymaking, facilitates the exchange of informed ideas, and supports members in advancing equity and excellence in public education for students of all races, genders, and circumstances. Learn more at www.nasbe.org.

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