Summary

• The State Board of Education convened select members from its High School Graduation Requirements Task Force at its April public meeting. 

• A common theme heard was high school students need more flexible schedules to take classes, internships, and programs that fit their goals. Though, one panelist cautioned against flexibility policies that could unintentionally lower the bar on academic requirements.

• Most panelists agreed that career‑connected learning, like internships and hands‑on programs, should be a major part of high school. 

• Panelists raised concerns about requiring a universal capstone project or a new career‑prep course, mostly around time, training, and staff support for such proposals. 

• Panelists had strong concerns with the proposed Practical Studies Diploma, saying it could limit opportunities for students with disabilities. 

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In October 2025, the D.C. State Board of Education began its review of updates proposed by the Office of the State Superintendent of Education to high school graduation requirements. To help inform its review, and to ensure consideration of diverse perspectives, the State Board convened a task force comprising members of its College, Career and Life Readiness Committee, teachers, parents, students, policymakers, and economic development leaders.

On April 22, 2026, at its monthly public hearing, the State Board convened a panel of several task force members to share out a summary of their discussions and recommendations to the State Board as it continues its important work of preparing D.C. for updated high school graduation requirements. Panelists included:

• Tanya Borachi, Director of Education and Workforce Initiatives, Federal City Council;
• Clara Botstein, Chief of Staff, Office of the Deputy Mayor for Education;
• Kristie Dennis, Manager of Sector Planning and Compliance, DC Public Charter School Board; and
• Laura Fuchs, President of the Washington Teachers’ Union.

While each panelist brought a distinct perspective, several clear common themes emerged. Here’s what we heard…

Students should have more flexibility in their schedules.

Flexibility was a big theme for the panel. Panelists described how D.C.’s current structures often keep students from taking courses, internships, or pathway options that would most benefit them.

Tanya Borachi of the Federal City Council shared one of the starkest examples—a D.C. student received a paid apprenticeship offer from the region’s largest employer, a meaningful learning opportunity. But because one graduation requirement was offered only during the last period of the school day, the student had to turn it down. Instances like this, Borachi warned, prevent D.C. students from accessing opportunities.

 Kristie Dennis of the Public Charter School Board echoed this, noting that when a student is close to graduation, inflexible scheduling can push out the courses most aligned with that student’s interests or career goals. Rigid requirements, Dennis pointed out, “can come at the expense of the electives that align with their postsecondary plans.”

Several panelists argued that flexibility is particularly critical for students in Career and Technical Education (CTE) pathways, for multilingual learners whose schedules are already full, and for students with Individualized Education Programs (IEPs) who may require intervention classes.

At the same time, panelist Laura Fuchs cautioned against adopting flexibility policies that could unintentionally lower the bar for students’ education. She argued in her testimony that allowing substitutions, waivers or test-outs could result in some schools reducing offerings in core subjects. “If we don’t legally require a course to be offered,” she said, “it won’t be at most of our schools.”

Career-connected learning must be central to the high school experience.

Across testimonies, panelists described career-connected learning as not just beneficial but essential.

Clara Botstein emphasized how transformative hands-on, applied learning can be for students. She described programs across the District in which students “are learning skills, earning credentials, and gaining hands-on experience,” often with near-100% graduation rates. She emphasized that high school students should have options to be more hands on and to have greater exposure to opportunities, noting that such experiences can spark motivation and open pathways for students.

Borachi spoke on behalf of employers who want to hire D.C. students but need graduates who have had exposure to real industries. “Employers want more students to have access to meaningful college and career asset-building opportunities,” she said, opportunities like internships, dual enrollment, pre-apprenticeships, and apprenticeship programs. 

The panel generally highlighted how D.C.’s progress in pathways can be undermined by structural barriers, especially scheduling limitations. Dennis stressed that a rigid system could excessively challenge students enrolled in multi-year CTE sequences or advanced coursework. Fuchs, however, while acknowledging the value of career-connected learning, opposed reducing core academic expectations to make more space for it.

There are concerns about a universal capstone and career preparation course.

Although panelists strongly supported the intent behind these proposals, they raised concerns about requiring new standalone courses or projects. Altogether, panelists reflected a shared concern that mandates not paired with resources, training, or flexibility risk undermining the very goals they aim to promote.

Capstone Requirement
The capstone proposal drew some of the most consistent and pointed pushback. Fuchs summarized the concern succinctly: “Capstones are an amazing opportunity for students, but not one that can simply be mandated and then have equal meaning to all.”

Panelists noted that many schools lack the staffing, training, and time structures needed to oversee capstone projects for all seniors. Some panelists referenced examples of schools that do capstones well but emphasized that scaling this model city-wide without heavy investment could create uneven expectations and inequitable student experiences.

Standalone Career Preparation Course
Panelists similarly questioned whether a new required Career Preparation course would be the right tool to expand career readiness.

Dennis warned that requiring a standalone course could send the wrong message: that career preparation is something contained in a single class rather than a four-year process. She emphasized that charter leaders prefer flexibility, recommending that schools be able to “offer a range of opportunities to explore postsecondary options” in ways that fit their students’ needs.

During Q&A, several panelists emphasized that a required course could also intensify scheduling conflicts, squeezing out electives, pathway courses, or AP/IB offerings.

There are strong concerns with the proposed practical studies diploma.

Perhaps the most unified theme was concern about OSSE’s proposed Practical Studies Diploma for some students with disabilities.

Dennis conveyed the charter sector’s perspective, saying the diploma could create a credential that workforce and higher education institutions may not recognize. Instead of supporting students, she warned, it could negatively impact the very population it intends to serve. Borachi echoed this sentiment, explaining that employers often struggle to interpret credentials outside traditional diplomas. A lesser-known diploma, she said, could inadvertently close doors.

Fuchs raised another concern about tracking. “Our goal is to give students full access to the standard diploma,” she said. Creating a separate diploma could push students into a lower-expectation path prematurely.

Some panelists suggested exploring more flexibility within the standard diploma rather than creating a new credential.

Looking Ahead

The D.C. State Board of Education is still finalizing the recommendations it will share with the Office of the State Superintendent of Education. See the State Board’s timeline for review and approval online.