1. (a) The local school board of each high school shall award a regular high school diploma to those students who demonstrate achievement of competencies as encompassed in at least 20 credits included in Table 306-1 or Table 306-2 when applicable.
2. (b) The local school board of each high school shall award a regular high school diploma to all students, with and without disabilities, who have achieved and demonstrated their local high school's competencies aligned to graduation requirements.

3. (c) The local school board of a district which does not operate a high school may award a high school diploma if the following are met:

   1. (1) The district has contracted with a public academy, as defined in RSA 194:23, II, to be the high school for the district, as authorized by RSA 194:22; and
   2. (2) Students have attended a school other than the public academy.

4. (d) The awarding of different types of diplomas shall be governed by the following:

   1. (1) A school shall award a regular diploma for achievement and demonstration of the competencies that meet graduation requirements;
   2. (2) A school may award a special diploma that recognizes academic achievement;
   3. (3) Competencies achieved in adult education, including but not limited to night school, may be used to earn a regular diploma; and
   4. (4) Students may earn certificates of completion or equivalency diplomas, but these shall not be equal to a regular high school diploma.
5. (e) The 20 credits required for graduation shall be distributed as specified in Table 306-1 or Table 306-2 when applicable. Attainment of 20 credits required for graduation that are based on the state academic standards shall ensure that students meet the graduation requirements outlined in (f) below.

6. (f) Graduation requirements shall:

   1. (1) Encompass a complete body of interrelated student accomplishment and be considered as a whole, not as discrete silos;
   2. (2) Align with applicable academic standards; and

   3. (3) Require students to demonstrate and apply competencies in the following learning areas:

      1. a. In the arts:

         1. 1. Creating, presenting, and performing artistic works; and
         2. 2. Responding and connecting to artistic works;

      2. b. In digital literacy, the ability to use diverse technology tools and media to:

         1. 1. Build new knowledge by inquiring, thinking critically, identifying, and solving problems;
         2. 2. Communicate clearly and creatively;
         3. 3. Work effectively with others in ways that are safe, legal, and ethical; and
         4. 4. Locate and critically assess digital content to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others;

      3. c. In English:

         1. 1. Listening and speaking thoughtfully and purposefully to understand others and convey meaning;
         2. 2. Comprehending, analyzing, and critiquing a variety of literary and informational texts;
         3. 3. Creating written explanations, narratives, and logical arguments that effectively convey ideas, analyses, and critiques encompassing broad topics suitable for a variety of audiences; and
         4. 4. Correctly using the conventions of standard English such as grammar, punctuation, spelling, capitalization, and word usage in all written work;

      4. d. In mathematics:

         1. 1. Understanding number systems and number sense, including computation concepts, strategies, and procedures;
         2. 2. Understanding numerical and graphical representations of data and the underlying logical and relational statements represented by those data;
         3. 3. Understanding geometric relationships and representations and underlying mathematical principles; and
         4. 4. Reasoning mathematically in the development of argument and logic;

      5. e. In science:

         1. 1. Understanding foundational principles of physical and life sciences;
         2. 2. Designing and carrying out investigations to explore biological, chemical, and physical phenomena;
         3. 3. Analyzing and interpreting data to engage in argument from evidence; and
         4. 4. Recognizing, interpreting, modeling, and explaining evidence such as pattern, scale, proportion and quantity, cause and effect, and other cross-cutting concepts related to observable and non-observable phenomena;

      6. f. In social studies, which includes United States and New Hampshire history, government and civics, economics, personal finance, and world history:

         1. 1. Understanding the history of the United States through multiple perspectives, including founding principles and the on-going struggle to realize those principles;
         2. 2. Understanding the governance and functioning of local, state, and federal government in a constitutional republic through multiple perspectives;
         3. 3. Understanding processes of civic engagement in a democratic society, including tolerance and well-mannered engagement across differences of perspective, philosophy, culture, race, and heritage;
         4. 4. Understanding important events marking world history and how those events have shaped cultural, political, and other aspects of civilization through multiple perspectives;
         5. 5. Recognizing local, state, national, and global geography, and understanding how geography has influenced humanity through multiple perspectives;
         6. 6. Understanding economic systems and their effect on individuals and society;
         7. 7. Effective planning and management of personal financial resources; and
         8. 8. Researching, inquiring, analyzing, and explaining historical, civic, government, geographic, and economic developments including interaction and interdependence through multiple perspectives;

      7. g. In health and wellness and physical education:

         1. 1. Researching and comprehending concepts related to health promotion and disease prevention; and
         2. 2. Setting goals, advocating for, and pursuing positive health outcomes for oneself and others;

      8. h. In logic and rhetoric:

         1. 1. Reasoning skill in analyzing problems and developing solutions;
         2. 2. Understanding the principle of cause and effect;
         3. 3. Developing critical thinking skills to better identify fact from unverified information; and
         4. 4. The skill of speaking and writing as a means of communication or persuasion;

      9. i. In open electives:

         1. 1. Pursuing areas of personal interest that instill a passion for lifelong learning; and
         2. 2. Making connections between education and career paths; and

      10. j. In all programs and courses:

          1. 1. Communicating effectively using multiple modalities, interpreting information using multiple senses, and demonstrating ownership of the work;
          2. 2. Thinking originally and independently, taking risks, considering alternate perspectives, and incorporating diverse resources;
          3. 3. Contributing respectfully, listening and sharing resources and ideas, accepting and fulfilling roles, and exercising flexibility and a willingness to compromise in both an academic and a career setting; and
          4. 4. Persevering in completing complex, challenging tasks, using self-reflection to influence work and goals, and engaging stakeholders to gain support.

7. (g) The 20 credits required for graduation shall be distributed as specified in Table 306-1 below:

   Table 306-1 Required Subjects and Credits for High School Graduation

   Required Subjects

   Credit(s)

   Arts education

   ½ credit

   Digital literacy

   ½ credit

   English

   4 credits

   Mathematics

   3 credits, including algebra credit that can be earned through a sequential, integrated, or applied program

   Physical sciences

   1 credit

   Biological sciences

   1 credit

   US and NH history

   1 credit

   US and NH government/civics

   ½ credit

   Economics, including personal finance

   ½ credit

   World history, global studies, or geography

   ½ credit

   Health education

   ½ credit

   Physical education

   1 credit

   Open electives

   6 credits

   Totals

   20 credits

8. (h) Beginning in the 2026-2027 school year for those students entering high school, the following credits in Table 306-2 shall be the minimum required for high school graduation:

   Table 306-2 Required Credits for High School Graduation

   Content Area

   Credit(s)

   Arts education

   ½ credit

   Digital literacy

   ½ credit

   English

   3.5 credits, to include ½ credit in writing

   Mathematics

   3 credits, including algebraic concepts

   and at least ½ credit in statistics or

   data analysis

   Physical sciences

   1 credit

   Biological sciences

   1 credit

   US History

   ½ credit

   NH history

   ½ credit

   Logic and Rhetoric

   ½ credit

   Civics

   ½ credit

   History, government and

   constitution of US and NH

   1 credit

   Economics

   ½ credit

   Financial literacy

   ½ credit

   World history, global

   studies, or geography

   1 credit

   Health and wellness education

   ½ credit

   Physical education

   1 credit

   Open electives, to include an

   option for career connected learning

   4 credits

   Totals

   20 credits

9. (i) In each high school, the minimum yearly course load for a student shall be at least the equivalent of 3 credits, except that this requirement may be modified for:

   1. (1) Students with an IEP that has been developed in accordance with Ed 1109;
   2. (2) Students for whom early graduation has been approved as provided in Ed 306.04(b)(20); or
   3. (3) Those individuals in special or unusual circumstances as provided by local school board policy.
10. (j) The principal shall evaluate the transcripts of students who transfer into a secondary school from another educational program or state to determine previous educational experiences toward meeting competencies.

Source. (See Revision Notes #1, #2, #3, and #4 at part heading for Ed 306) #14150, eff 12-13-24