High School Graduation Framework FAQs

The Healey-Driscoll Administration has released final recommendations for a statewide high school graduation framework designed to ensure every Massachusetts student graduates prepared for college, careers and civic life. This page answers frequently asked questions on these recommendations.

The administration's recommendations on requirements for all students to graduate from a Massachusetts public high school include completing specific core classes, taking a limited number of end-of-course exams and completing a final project or portfolio of work. Students would also make their own plan for college or career that includes completing or opting out of an application for financial aid, learning financial literacy, artificial intelligence (AI) and digital literacy and participating in work-based learning.

For parents, guardians and caregivers

Overview 

• My child is currently in high school. Are the requirements for them to graduate changing? 

No. The plan is for these new requirements to start with students entering 9th grade in the future. There is no change for current high school students. 

• What is currently the graduation requirement for high school students in Massachusetts? 

Currently, students must complete required coursework in English, math and science set by their school district that align with statewide standards. Students also need to show mastery of those key subjects in line with their district's grading policy, which may include a final assessment for a course or a capstone or portfolio project. 

As the current requirements are determined at the school district level, there may be significant differences in expectations from one district to another. The administration’s recommendations aim to create a more uniform and consistent standard across the state. 

• How would my child show they are ready to graduate? 

Students would show they are ready by completing required courses, participating in end-of-course exams, developing a college or career plan and finishing a final project that demonstrates their learning. 

• Would these new requirements be the same across all schools in Massachusetts? 

There would be a consistent statewide set of expectations for graduation. Schools and districts would have some local flexibility in how they help students meet those requirements. 

• Would there be flexibilities for students with disabilities and English learners? 

Yes. Schools would be expected to provide accommodations, supports and flexible pathways so all students can meet graduation requirements. 

• My child does not know yet what they want to do when they graduate – does that change what requirements they would have to meet? 

No. All students would complete the same core requirements that are designed to help them explore multiple options and keep many future pathways open. 

• Would my child’s school be ready for these new graduation requirements? 

The state is planning for a multi-year rollout with time, guidance, and support for schools to prepare thoughtfully before the requirements would take full effect. 

• What kind of real-world skills will my child learn? 

Students would build real-world skills such as financial literacy, communication, problem-solving, digital and AI literacy, and career readiness through coursework and hands-on learning experiences. 

Exams – End of Course Assessments (EOCs) 

• Does my child have to pass an exam? 

Students would take a small number of end-of-course exams in certain subjects, which count toward their overall academic record and progress toward graduation. Failure to pass an exam alone is not intended to prevent a student from getting a diploma.

• Are the end-of-course assessments high stakes? 

No. The exams would be one part of a broader system to demonstrate learning and are not intended to be the single factor determining whether a student graduates. 

• Will there be both the 10th grade MCAS and EOCs at the same time? 

The goal is to phase out the 10th grade MCAS, in favor of EOCs. EOCs would be more directly related to course material a student just learned than the current high school MCAS. 

Final Projects 

• What does a culminating experience mean? 

A culminating experience is a major project and learning experience where students show what they have learned by applying their skills and abilities in a real-world-connected way. 

• What is a capstone? 

Capstones are cumulative projects and usually include research, a written assignment and a final presentation. 

• What is a portfolio? 

Portfolios are collections of student work that document evidence of learning and proficiency over time. A student’s reflection on their learning accompanies a portfolio.  

High School Classes 

• What is MassCore? 

MassCore is a set of high school courses that prepares students for college and careers, while keeping all post-graduation options open. It includes 4 units of English, 4 units of Math, 3 units of lab-based Science, 3 units of History/Social Science, 2 units of World Language, 1 unit of Arts, Physical Education, and 5 additional courses. 

• What classes would my child need to take? 

Students would complete a full set of core subjects (like English, Math, Science, and History), along with other courses and electives through MassCore. 

Career and College Planning 

• What is MyCAP? 

MyCAP stands for My Career and Academic Plan. It is a structured plan that helps students set goals, explore careers, and prepare for life after high school through specified activities each year. 

• What work-based learning opportunities would be available? 

Specific work-based learning opportunities may vary by district and school, but some examples include internships, apprenticeships, or career-connected projects to explore interests and gain real-world experience. 

• Do I have to fill out the FAFSA? 

Families would have the choice to complete the FAFSA or opt out. 

• Do I have to fill out the MASFA? 

The Massachusetts Application for State Financial Aid (MASFA) provides state financial aid to eligible non-U.S. citizens. Families would have the choice to complete the MASFA or opt out. 

For Massachusetts education community

Overarching Questions

• What are the local flexibilities for implementing the new graduation requirements?

Districts would have flexibility in how they design courses, learning experiences, and supports that meet statewide requirements, allowing them to tailor implementation to local context while still meeting consistent state-defined standards. 

• Are students expected to complete all components of the graduation requirements? 

Yes. Students would be expected to complete all core components (Foundational Coursework, End-of-Course Assessments, Postsecondary Planning, and a Culminating Experience) and the components embedded within these (financial literacy, AI and digital literacy, work-based learning, FAFSA/MASFA completion, and civics education), which together define the recommended statewide graduation requirements and pathway to a diploma.

• What is required?

The Primary Components (Foundational Coursework, End-of-Course Assessments, Postsecondary Planning, and a Culminating Experience) and Embedded Components (financial literacy, AI and digital literacy, work-based learning, FAFSA/MASFA completion, and civics education) of the graduation framework would be requirements for all students. Districts and schools have flexibility for how students meet these requirements.

• What does flexibility look like for special populations (i.e., students with disabilities, English learners, newcomers)?

DESE would continue to support districts in providing flexibility for students who need it. As an example, English as a Second Language (ESL) courses can count toward the English Language Arts requirements (see Foundational Coursework section below).

• How is this approach better than the prior system (i.e. MCAS as the statewide graduation requirement)?

Unlike the stand-alone MCAS requirement, this approach uses a comprehensive system, combining rigorous coursework, multiple demonstrations of mastery, and postsecondary planning to more fully capture student readiness for life after high school. This approach also incorporates the new Vision of a Massachusetts Graduate, promoting the competencies that will set graduates up for long-term success.

• Are the new graduation requirements already in effect?

No. Legislative action would need to take place before the full set of requirements would officially be in place.

• What is the timeline and runway for implementation, and how would districts be supported financially and technically? What funding is available for districts to implement the new graduation requirements?

Implementation would begin with planning in 2026-27, with full requirements phased in for incoming 9^th grade cohorts starting in 2027-28 (Foundational Coursework) and 2028-29 (other components), alongside state-provided guidance and support.

• How would the state clearly communicate expectations to students, families, and educators?

The state would provide clear guidance, tools, professional learning, and multilingual communications to build shared understanding among students, families, and educators throughout implementation.

• Are there actions districts are expected to take now to prepare for these graduation requirements?

Yes. In 2026-27 (the first year of planning), DESE would support districts as they begin planning, conduct needs assessments, engage stakeholders, and build capacity (e.g., professional learning and communication) ahead of phased implementation.

• Who is responsible for tracking and monitoring implementation?

The state would be responsible for establishing data systems and monitoring infrastructure, while districts would be responsible for local implementation, data reporting, and ongoing feedback to support statewide oversight and planning.

• Are there different sets of requirements, depending on whether a student plans to go to college, pursue a trade, or enter the workforce or military?

No. There is a single, unified set of graduation requirements designed to prepare all students for multiple postsecondary pathways, keeping options open for college, career, military, or other pursuits.

Foundational Coursework (MassCore)

• What is MassCore?

MassCore is a program of study designed in Massachusetts to support high school students in achieving success in college, career, and civic life. For successful completion of MassCore, students must take: 4 units of English, 4 units of mathematics, 3 units of a lab-based science, 3 units of history/social science, 2 units of the same world language, 1 unit of the arts, Physical Education and 5 additional “core” courses

• What is the primary purpose (“the why”) of MassCore?

MassCore provides all students with a rigorous, research-based program of study that aligns with higher education admissions expectations and keeps all postsecondary options open, helping promote readiness for college, career, and beyond.

• How will the state determine if MassCore courses are aligned with state curriculum frameworks?

All MassCore courses should be rigorous and based on the appropriate grade-level standards in the Massachusetts Curriculum Frameworks. Districts have flexibility in designing teaching and learning around the standards. 

• How much flexibility would districts have within MassCore (e.g., which courses can count towards the subject area requirements)?

MassCore contains flexibilities that allow districts to design course offerings that meet the MassCore subject requirements. The recommendation is for MassCore to become a statewide requirement, including all existing flexibilities. For example, MassCore allows students to count certain Computer Science courses towards their Mathematics and/or Science requirements.

• How do courses taken in middle school (e.g., Algebra I, Spanish I) count toward MassCore and graduation?

Districts have the flexibility to decide whether students will be awarded high school credit for courses taken in middle school, provided they are equivalent to high school courses and address the relevant high school grade level standards in the Massachusetts Curriculum Frameworks.

• It’s a challenge to hire qualified instructors for specific subjects, such as World Language. What options do districts have if they experience these challenges?

DESE would continue to support districts with strategies for workforce development, alternative licensure pathways, and other capacity-building efforts to help meet staffing needs.

End-of-Course Assessments (EOCs)

• What is the primary purpose (“the why”) of EOCs?

End-of-course assessments provide a consistent statewide measure of student mastery of course content and validate learning within the MassCore program of study, supporting readiness for more advanced coursework. They also promote equity as a common standard across districts.

• Which subjects would EOCs be in? How many EOCs would students take? 

Students would take EOCs in English Language Arts, Mathematics, and Science, with one assessment per subject. There is potential for an additional assessment in History and Social Science.

• Who would design and score the EOCs?

EOCs would be designed, administered, and scored by the state, with educator involvement in the assessment development process.

• When would EOCs be administered, and would timing differ by subject or grade level?

EOCs would be administered at the end of the relevant course, meaning timing is tied to when a student completes the course rather than a fixed grade level.

• What happens if a student takes a course tied to an EOC in middle school?

A student who completes an EOC-aligned course in middle school would take the EOC at that time.

• How would EOC scores be counted for students?

EOC results would meaningfully count toward a student’s academic record and path to graduation, with the specific weighting and role to be determined through further state planning and stakeholder input.

Postsecondary Planning (MyCAP)

• What is the primary purpose (“the why”) of MyCAP?

MyCAP connects high school experiences to postsecondary goals by helping students plan, reflect on, and align their coursework and experiences with individualized college and career pathways.

• How much flexibility would districts have within MyCAP?

Districts would have significant flexibility to design and implement their own MyCAP scope and sequence, including selecting local activities, tools, and delivery approaches, as long as they incorporate the state-defined required milestones.

• How is the state considering implementation of the FAFSA/MASFA requirement?

The recommended FAFSA/MASFA requirement is an embedded milestone within MyCAP and is designed to equip all students with practical financial aid knowledge. After schools provide relevant information about the FAFSA/MASFA process and resources, students and families will either complete the FAFSA (or MASFA) or submit a simple opt-out form without disclosing specific reasons or sensitive personal information. 

• What is the MyCAP platform? Would districts be required to use a specific MyCAP platform? 

Districts would not be required to use a single system. While MEFA Pathways is recommended and provided free-of-charge by the state, districts would be able to utilize a state-approved platform. 

• What does high-quality MyCAP implementation look like across grade levels?

High-quality implementation involves a structured, multi-year process where students set goals, develop plans, and complete state-defined milestones across personal, academic, and career domains. The MyCAP graduation requirement would apply to high school, though many districts may begin programming in middle school.

• How tightly would MyCAP be connected to capstones, portfolios, and transition planning?

MyCAP is designed to be closely connected to other components (informing choices for coursework, culminating experiences, and transition planning) so that all elements work together to support postsecondary readiness.

• What staffing, training, and resources would districts receive to implement MyCAP with fidelity?

The state would provide guidance, professional learning, technical assistance, and implementation resources to support districts in delivering MyCAP effectively.

• What happens if a student does not complete all of the required MyCAP milestones? Would they be unable to graduate?

Students would be expected to complete the state-defined MyCAP milestones as part of the graduation requirement, with districts responsible for providing supports so that students can meet these expectations.

Culminating Experiences (Capstones & Portfolios)

• What is the primary purpose (“the why”) of the culminating experience?

Culminating experiences allow students to demonstrate and apply their learning in meaningful, real-world ways, supporting deeper learning, student agency, and the development of key skills aligned to postsecondary success.

• Would students have to do both a capstone and a portfolio?

No. Students would be required to complete one culminating experience, either a capstone project or a portfolio of work. Districts would determine whether students complete a capstone, a portfolio, or have a choice between the two options.

• When do students complete the culminating experience?

The timing of the culminating experience would be determined locally, with districts deciding where and how it would be integrated into the high school program of study. Generally, the culminating experience would occur during a student’s senior year, though junior year is a possibility, depending on local implementation decisions.

• Would students be required to complete a culminating experience in every course? 

No. Students complete a single culminating experience.

• Would there be common statewide expectations or rubrics?

Yes. The state would define the expectations and provide a standardized rubric aligned to the Vision of a Massachusetts Graduate, which districts would use to assess student work.

• How would quality and consistency be maintained across districts while preserving local flexibility?

Quality and consistency would be supported through clear state-defined expectations and rubrics, while districts would retain flexibility in how they design and implement the culminating experience locally.

• Are there existing experiences that may fulfill the culminating experience requirement?

Yes. DESE would provide guidance on existing experiences that may fulfill the culminating experience requirement so long as they align with the state-defined criteria and rubric.

Seals of Distinction

• What is a Seal of Distinction?

Seals of Distinction are recognitions that allow students to demonstrate and be acknowledged for their achievements beyond the core graduation requirements. As an example, Massachusetts currently offers a State Seal of Biliteracy that recognizes high school graduates who have attained proficiency in two or more languages.

• Are Seals of Distinction required for students?

Students would not be required to attain Seals of Distinction in order to graduate. However, all districts would be required to offer a minimum number of seals that all students have the opportunity to attain.

Date published:	June 17, 2026