District proposes stakeholder survey on diplomas and higher-credit ‘distinction’ option; board split on raising minimum credits

The Salt Lake City School District presented options Sept. 16 for how the district might recognize higher student achievement at graduation and whether to change the minimum credit requirement for a district diploma. Staff proposed three options: keep the current state minimum (24 credits); raise minimum requirements district-wide to 27 or 28 credits; or create an optional district "diploma of distinction" that would require more elective credits plus a GPA threshold.

Doctor Hall, a district administrator leading the item, walked the board through data showing many students already earn more than the state minimum: the district reported last-year figures in which at least 56% of seniors across the three comprehensive high schools earned 27 or more credits and that 43% of seniors graduated with more than 28 credits. "At Highland High School, more than half of students earn more than 28 credits before they graduate," Hall said.

Staff recommended the board collect stakeholder input before deciding and proposed a Qualtrics parent survey (parents of students in grades 7–12), a student survey via Canvas for high-school students, and focus groups (including student government organizations). The draft survey asks about respondents' familiarity with graduation requirements, preferences among the three options, potential benefits and concerns, and what would make a diploma-of-distinction meaningful (e.g., GPA threshold, seals or recognition).

Board reaction and next steps - Mixed board views on raising credits: Several members said they would not support increasing the district minimum credit requirement. Board member Ashley Anderson said she supported an honors/distinction diploma but opposed raising the baseline from 24 to 27–28 because it could harm students who face barriers. "I am not in support of increasing the credit requirements. I think it can do a lot of harm to our families and our students," she said. Board member Bryce Williams and others voiced similar concerns. - Interest in a diploma-of-distinction: Some board members supported creating an optional diploma or recognition for students who pursue additional coursework and maintain a higher GPA. Staff proposed possible GPA thresholds (3.0, 3.5) for the distinction and noted the district could pair distinctions with existing recognition (seals for biliteracy or civic readiness) rather than duplicate honors. - Survey design and equity: Board members asked staff to make the parent and student survey wording consistent, to provide translations (the district committed to Spanish and said it would attempt to provide additional target-language translations on a slightly delayed timeline), and to deliver the survey results to the board by Sept. 30 so staff could present summarized findings on Oct. 7.

Why it matters: Changes to diploma requirements or the addition of district-specific recognition affect students' course schedules, potential equity for students in IB programs or with heavy extracurricular or work commitments, and counseling/registration practices. They also could affect college admissions messaging and GPA perceptions.

Ending: Staff will revise the survey language (including making the parent/student question wording consistent), ensure Spanish translation at launch (with additional languages as feasible), and run the Qualtrics and Canvas surveys in late September with a target to return summarized findings to the board at the Oct. 7 meeting.