Education

Dr. Shawn A. Smith: Indiana has overhauled its high school diploma requirements to better align education with students’ post-graduation goals. Starting with the Class of 2029, students will earn a base diploma and can add “readiness seals” in areas like college enrollment, employment, or military service. In the MSD of Lawrence Township, high school students will default to a 42-credit Readiness Honors Seal in Enrollment, Employment, or Enlistment. These seals recognize achievements such as work-based learning, advanced coursework, and industry credentials, providing students with more academic flexibility and personalized pathways to success.

Dr. Christopher Plouff: The academic graduation requirements have shifted slightly to include additional math and STEM credits, with new requirements in computer science and personal finance, but have reduced history and foreign language slightly.

At UIndy, we want to prepare students not just for their first job but to navigate a lifetime of careers. [The Department of Education] is working through approved courses and high schools are learning how these changes impact their course offerings. We encourage students and counselors to understand college admission requirements and ensure they are still taking the courses that will prepare them for college enrollment if that is their ultimate goal.

Dr. Plouff: Higher education institutions can partner with high schools and employers to develop pipelined experiential learning opportunities that allow students to explore careers and make better-informed decisions about their futures. This is a high-impact approach that is beneficial at all levels of education. Colleges and universities have been partnering with businesses and community organizations for decades and have refined processes for maximizing the benefits of work-based learning.

Dr. Smith: Indiana’s higher education community plays a vital role in supporting the transition to the state’s redesigned high school diploma. Institutions can align college readiness expectations with the new diploma seals, helping ensure students graduate with meaningful, recognized achievements. Expanding access to dual-credit courses, early college pathways, and summer bridge programs will ease the transition from high school to college. Universities can also partner with high schools on curriculum alignment, teacher training, and providing real-world learning opportunities, such as internships and career exploration. Clear guidance on how the new diploma factors into admissions will further strengthen student preparation and post-secondary success.

Dr. Smith: The redesigned diploma aims to better align high school education with students’ future aspirations, whether that be higher education, entering the workforce, or military service. These seals are designed to be adaptable, allowing students to modify their graduation plans as interests evolve.

Dr. Plouff: The honors seal approach, providing three distinct approaches, allows students to prepare for their desired pathway after graduation. This is rather unique and better addresses the preparatory needs of all students in high school. Now, if a student is clear about their intentions regarding their desired vocation, they can better develop the knowledge, skills and abilities needed to be successful once they graduate. However, there is some concern that this model may force a student to decide their pathway rather early in life, and it is yet to be determined how easy it will be to switch between pathways and still be prepared for the outcome of the chosen direction. Switching pathways might require a bridge program of sorts—perhaps developed collaboratively between K-12 and higher education, to get the student college-ready as quickly as possible. 

Dr. Plouff: There must be a commitment from a large number of employers representing the full array of employment options in order for it to work effectively. If there are not enough employers and positions available to accommodate the work-based learning interest, then not everyone can participate, potentially setting up a system of winners and losers. And if employers don’t offer the right opportunities, there’s a risk that the goal of post-graduation employment won’t happen.

Health care professions offer a cautionary tale. Nurses, for example, are in high demand. But the nursing shortage means there aren’t enough of them available to train students in the clinic. This highlights the need for educators and employers to be on the same page and equally invested in the process.

Dr. Smith: Expanding work-based learning requires stronger school–employer partnerships, dedicated program coordinators, and flexible scheduling that awards credit for real-world experience. State support through funding and policy, along with employer incentives, can boost access. Programs must be accessible to all students, preparing them for college, careers, or technical pathways.

The McKenzie Center for Innovation & Technology (MCIT) in Lawrence Township is an ideal example of work-based learning in practice. The largest secondary CTE program in the state of Indiana behind Ivy Tech Community College, MCIT serves students from Lawrence Central and Lawrence North High Schools. From engineering and cybersecurity to health sciences, business, and digital media, our programs are designed to align with high-demand industries and equip students with the skills and credentials needed to thrive in the modern workforce.

Dr. Smith: The Indiana Department of Education’s new STEM Certification program recognizes schools demonstrating excellence in integrated STEM education. The MSD of Lawrence Township boasts eight IDOE-certified STEM schools. Our students are exposed to a pre-engineering curriculum through Project Lead the Way (PLTW) beginning in kindergarten and continuing through high school. PLTW offers students hands-on experiences in engineering, computer science, and biomedical sciences aimed at fostering critical thinking and real-world problem-solving skills.

Additionally, school buildings district-wide have been renovated to include a designated state-of-the-art makerspace. This hands-on learning environment allows students to apply classroom knowledge in real-world ways, creating, inventing, designing, and building using a variety of tools and materials. Our makerspaces include 3D printers, robotics kits, laser cutters, computers with design software, hand tools, and building supplies.

Dr. Plouff: The new high school diploma requirements provide for two more credits in math and science, including a course in computer science. This is a step in the right direction for ensuring that students are adequately prepared for the technological environment they will live and work in. Higher education has to do the same. For example, at the University of Indianapolis, our new strategic plan calls for all students to be trained in AI as part of their curriculum. The School of Business is leading this effort, already incorporating AI into every course taught. Higher education should further require that all graduates have some baseline level of knowledge and skills in technology, such as computer applications, programming or human machine interface. 

Dr. Plouff: Within the new high school pathways, there is a required course in preparing for college and careers. I believe this course should not only help students in the transition from high school to post-secondary endeavors but should also include the professionalization skills desired by employers of all types. These include communication, collaboration, time management, leadership, and resilience, among others. At the university level, these abilities are developed through several approaches. Often, there are specific courses or programs dedicated to this. At the University of Indianapolis, we teach these skills in first-year courses. These and other skills are further developed within the major, often through experiential learning approaches that are available to all students.

Dr. Smith: MSD of Lawrence Township secondary schools are incorporating employability skills into the curriculum, requiring students to demonstrate skills like communication and teamwork via work-based or service-based learning. Additionally, the new Indiana high school diploma requires a communication-focused course to graduate.

Dr. Smith: Indiana’s educational system is not without its challenges. These include competition, teacher shortages, funding issues, over-emphasis on standardized testing, access to resources, and in some cases, the ability to meet basic student needs. However, there is hope in initiatives like the new high school diploma, the growing focus on STEM and workforce development, and an emphasis on preparing students for future jobs. For the MSD of Lawrence Township, we will continue to strive to be a district of destination, welcoming all families who seek a high-quality public education for their child.

Dr. Plouff: I believe the educational system in Indiana is doing good things to address the comprehensive needs of the state and its citizens. The new honors seal pathways in high school allow for a renewed look at preparation for vocation. And the post-secondary educational opportunities are very strong and varied, providing excellent options for students. In particular, it is very helpful to have a statewide community college system like Ivy Tech, allowing for consistent and efficient programs and processes that students, employers, and four-year institutions can count on.

I do have concerns about the number of Indiana students who go to college. While the number has plateaued recently, it has been in a decade-long decline. The numbers are especially bad for the male population. Indiana is poised to be a state of choice for employers and businesses of all types, but if we don’t have a workforce that is appropriately educated for the knowledge-based society of today, we risk falling behind other parts of the country. An investment in higher education is an investment in our state’s economy and communities