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District outlines 'Diploma Plus' distinctions to boost graduation and postsecondary readiness
Summary
Superintendent Dr. Roberts described 'Diploma Plus,' a multi-year initiative that would offer 11 distinctions—ranging from 24 college credits and industry credentials to seals of biliteracy and senior capstones—and overhaul advising beginning in grade 7 to increase graduation and postsecondary success.
The Des Moines Independent Comm School District on Nov. 26 provided a detailed briefing on 'Diploma Plus,' a multi-phase program intended to raise graduation rates and expand postsecondary pathways.
Superintendent Dr. Ian Roberts said the district's four-year graduation rate for the class of 2023 was 72.2% and that the Diploma Plus effort aims to substantially increase graduation outcomes by setting clear distinctions students can work toward across the pre-K–12 continuum. The district proposes 11 initial distinctions for incoming ninth graders, including completion of 24 college credits, industry-recognized credentials, meeting college-readiness benchmarks on ACT/SAT, CTE concentrator recognition, a seal of biliteracy, a senior capstone/postsecondary transition plan, a silver-cord volunteer distinction, and performance excellence recognition for sustained arts or athletics participation.
Staff emphasized that Diploma Plus is designed to be facility-agnostic and begin building pathways early: an Individual Academic and Career Plan (IAP) overhaul would begin in grade 7 so students understand postsecondary choices by age 13. The district plans to expand dual-credit opportunities (including certifying DMPS teachers to offer dual credit), deepen employer and higher-education partnerships, and improve data collection to identify how many current graduates already meet potential distinctions.
Board members asked for evidence that similar models produce improved graduation outcomes; staff said some evidence is anecdotal but that the district will research longitudinal data from comparable districts (for example, Kansas City) and return with supporting studies. Trustees also raised equity and staffing concerns: who will operationalize work-based learning and internships, how to staff expanded advising, and how to ensure all student groups have access to distinctions.
Next steps: staff will continue stakeholder engagement, refine the IAP process and advising scope, collect baseline data on current distinctions held by graduates, and return with more detailed staffing and implementation plans in future monitoring updates.
