Course Requirements vs. Credits What does that mean to LHS?

Credit System Towards Graduation:  Carnegie Unit, Credit Hour, Student Hour are synonymous.  Based on collegiate attainment and high schools adopted the same practices.  Colleges vary their course units based on the number of hours the course meets per week (3 units, 4 units, 5 units)  On a certain date, everyone with a D- to an A+ receives full credit.

High School Credit System Towards Graduation:  In high schools, the mathematical formula for how credit is attained has changed numerous times over the last 100 years.  In high schools, the tradition has evolved that each course is five credits because the class meets five days a week.  Five credits are issued at the conclusion of the semester if the learner has earned a D- or better.

Mathematical Formulas for Credit Hours / Carnegie Units:  WASC 50 years ago = 170 min. x 24 weeks  WASC now =240 min x 36 weeks  LHS / LUSD =300 min x 36 weeks  Trimesters, block schedules, 6 period, and 7 period days all change the formulas but still equate 5 credit hours / Carnegie units.

Requirements for Entrance to Post-Secondary Education:  Courses completed are evaluated, not the number of credits.  A-G requirements focus on courses, not the credits.  Vocational certifications require certain CTE courses, not credits.  All post-secondary institutions want assurances that the course knowledge was learned, and learned at a high level.

Course Requirement System for Graduation  All learners meet the same expectations on specific academic standards.  Learners progress individually by demonstrating, in a number of ways and at a self-defined pace, that they have reached high levels of academic performance (rigor); which matches our Learning Vision.  Increased rigor is based on proficiency requirements that must be met to complete the course to receive credit.

Time vs. Performance Time (Traditional)  Seat time  Tasks  Credits based on time  A+ and D- = same credit  Age determines placement Performance (Lindsay)  Proficiency or better  Content knowledge  Credits earned based on knowledge  Courses / knowledge required (level 3 or higher for credit); not hours  Learning determines placement

Reflections and Next Steps:  What is more rigorous: Moving 1000 kids to D- or a 1000 learners to proficiency?  How do we want to spend our time?  If colleges care about course completion and we care about learning to proficiency, then we may need to adjust Board policies regarding graduation requirements.

Traditional Carnegie Unit  The Carnegie Unit and the Student Hour (also called a Credit Hour ) are strictly time-based references for measuring educational attainment used by American universities and colleges; the Carnegie Unit assesses secondary school attainment, and the Student Hour, derived from the Carnegie Unit, assesses collegiate attainment. Credit Hour

Traditional Credit Hour  With the Western Association of Schools and Colleges, a Credit / Student Hour is 14.4 hours, because a Carnegie Unit is defined now as 240 minutes per week for 36 weeks.  School Boards and administrators determine the number of credit hours necessary for successful completion of high school.  In a credit hour system, a D- counts the same as an A for credit. All that matters is the credit and hours in a seat.  Additionally, learners do not need to attend all required hours to attain course completion credit.