State BOE CF Plan - New Emphasis on Learning - Ohio’s Credit Flexibility Plan Report June 2009

Sep 14, 2026

Report prepared for the Ohio State Board of Education outlines a credit flexibility approach that shifts high school credit from “seat time” toward demonstrated subject-matter competency. It explains the legislative basis in Senate Bill 311 and the rationale for allowing flexibility in how Carnegie Units are earned. The document details guiding principles, design team findings, learning options and quality elements, timelines, community outreach plans, and stakeholder benefits, with supporting conclusions and policy alignment in appendices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Contents

Our Commitment to Preparing Each and Every Student For Success

Accelerating and Empowering Student Learning

Ohio’s Plan for Credit Flexibility

Creating Learning Options, Ensuring Quality Elements of the Plan

Expected Timelines: Moving Forward

Building Community Awareness, Understanding and Support

Anticipated Benefits of Credit Flexibility by Stakeholder Group

About the Ohio Credit Flexibility Design Team

Appendices

APPENDIX A. Summary of the Design Team’s Conclusions

APPENDIX B. Policy Alignment

Acknowledgements

New Emphasis on Learning Ohio’s credit flexibility plan shifts the focus from “seat time” to performance. A Report to the State Board of Education Prepared by the Ohio Credit Flexibility Design Team June 2009 OHIO DEPARTMENT OF EDUCATION PAGE | 1 Contents Our Commitment to Preparing Each and Every Student For Success 3 Introduction by State Superintendent of Public Instruction Deborah Delisle Accelerating and Empowering Student Learning 4 Senate Bill 311 and the Rationale for Carnegie Unit Flexibility Design Team’s Findings 6 The Case for Credit Flexibility Design Team’s Six Guiding Principles 9 Ohio’s Plan for Credit Flexibility 10 Creating Learning Options, Ensuring Quality Elements of the Plan 14 Expected Timelines: Moving Forward 18 Building Community Awareness, Understanding and Support 20 Anticipated Benefits of Credit Flexibility by Stakeholder Group 21 About the Ohio Credit Flexibility Design Team 22 Appendices APPENDIX A. Summary of the Design Team’s Conclusions 23 APPENDIX B. Policy Alignment 26 Acknowledgements 29 OHIO DEPARTMENT OF EDUCATION PAGE | 2 Our Commitment to Preparing Each and Every Student for Success Introduction by State Superintendent of Public Instruction Deborah Delisle In his 2009 State of the State Address, Governor Strickland said that“simply tinkering with centuries-old education practices will not prepare Ohio’s children for success in college, in the workplace, or in life.” The Governor’s education reform plan called for transformational change, but it’s based on a simple premise – that Ohio’s new education system should be designed around what works, and that it should harness research results and apply those findings to Ohio’s specific circumstances. And from this premise, the Governor has called for actions to: 1. Ensure that every student is able to benefit from 21st century learning environments; 2. Expand students’ learning time and create opportunities to learn by engaging the community; 3. Improve the quality of teaching and instruction by revolutionizing teacher training, support and professional development; 4. Make the requirements for high school graduation more rigorous and relevant – and measure Ohio students’ performance against the world; 5. Heighten school district accountability and transparency; and 6. Create a school funding system that gives schools the resources needed to meet the demands of a 21st century education system. The Governor’s action agenda confronts the hard reality that Ohio is at a crossroads – a critical juncture in its efforts to accelerate the learning of each and every student and to ensure that all students are prepared to succeed in the 21st century economy where skills in creative and innovative thinking are highly valued. Ohio is working to establish education policies and economic development strategies that drive fundamental changes in the way we live, work and nurture the talent of all Ohioans. The future that our students will encounter demands that we continue to make significant changes in teaching and learning and school design. State legislators understood this when they enacted Senate Bill 311 and directed the State Board of Education to adopt a plan that enables students to “earn units of high school credit based on a demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction.” This plan for “credit flexibility” aligns with Governor Strickland’s vision for education, especially its emphasis on expanded learning opportunities and real world learning environments reflective of today’s realities (e.g., service learning, senior projects, and multiple assessments). It acknowledges that Ohio’s competiveness in the 21st century’s global economy requires that opportunities for innovation be enhanced, that our systems of learning become more flexible and more adaptive to the environments that surround them, and that our c

FAQs

What does Ohio’s credit flexibility plan change about earning high school credit?

It shifts the basis of earning credit from completing hours of classroom instruction (“seat time”) to demonstrating subject area competency, either instead of or in combination with classroom hours.

What law directs the creation of the credit flexibility plan?

Senate Bill 311 directs the State Board of Education to adopt a statewide plan enabling students to earn units of high school credit based on demonstrated competency.

What areas does the plan address beyond the core competency requirement?

The report covers guiding principles, learning options and quality elements, expected timelines, community awareness and support, anticipated benefits for stakeholders, and appendices summarizing conclusions and policy alignment.

Sep 14, 2026

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