Michigan’s high school graduation rate has risen, but education advocates and some policymakers are using test-performance concerns and chronic absenteeism to argue that the state’s graduation rules are out of step with student readiness. Reporting by Bridge Michigan described a picture in which graduation statistics improved while college-readiness results did not, prompting new calls to overhaul what Michigan requires students to do to earn a diploma. Among those pushing change are Launch Michigan, a bipartisan coalition of labor, business and education interests, and a former governor, Rick Snyder, who is discussing broader credit options for districts.
Launch Michigan and affiliated education leaders have focused on the Michigan Merit Curriculum’s graduation requirements, which they say were created more than two decades ago and have not kept pace with the needs of all students. Judy Walton, superintendent of Harrison Community Schools, said the “Michigan Merit Curriculum still really hems kids in,” adding that “Most kids will still take the same courses as their peers regardless if they have different futures and visions for themselves.” Walton backed Launch Michigan’s “Michigan Education Guarantee” proposal, which she and the coalition frame as a way to recalibrate expectations for students’ outcomes after high school.
Under the Michigan Education Guarantee concept, students would progress toward graduation by completing portfolios, capstones and other “artifacts,” such as resumes, that could also be used outside school. The proposal also calls for career-focused education for every student and the use of personalized education plans. Venessa Keesler, Launch Michigan’s CEO and president, said chronic absenteeism may reflect student disengagement and the belief that showing up physically for traditional classes is not necessary to meet requirements. She told Bridge Michigan that, through online coursework and COVID-19, students learned that their “physical presence” in school is not required, and that experience can make students “less inclined to go just to sit there and do something that’s not very engaging, or that feels disconnected from their real life.”
The Launch Michigan approach is part of a wider effort by multiple groups to make Michigan high school less rigid and to better connect students with skills for after graduation. Two other proposals discussed by Bridge Michigan include revisiting expectations for how many hours and days districts must provide instruction each year, along with penalties when attendance falls too low on a given day. Advocates argue that changing graduation expectations and strengthening engagement could work alongside attendance-focused reforms rather than treating them as separate issues.
Snyder’s proposal would take a different path by creating a state authorization for local experimentation. Bridge Michigan reported that Snyder is pitching draft legislation that would let districts create a “public innovative program” in which students can earn credits toward graduation in more and different ways. The draft legislation shared with officials in Lansing, according to the report, describes credit options that could include apprenticeships, job shadowing, work-based learning and “extended learning opportunities” outside of school, with the goal of preparing students for postsecondary and career options. The proposal would allow districts to operate such programs while potentially partnering with a private education management firm, subject to sign-off by both the local teachers union and the state.
For districts that opt in, Snyder’s framework would pair students with an “innovation coach” and a “teacher content specialist” to oversee and evaluate their work, which may extend beyond traditional classrooms. In remarks to Bridge Michigan, Snyder said, “Let’s look at kids and say, ‘If they can go faster, how can they have a plan to go faster? If they need more help, how do we get them more help?,’” framing the idea as both more engaging for students and potentially useful for teachers as they differentiate support.
A separate group of more than 80 superintendents is also advocating for expanded flexibility through the Future of Learning Council, according to the report. David Richards, the council’s executive director, said if students can demonstrate mastery for a course, “we shouldn’t hold you back in regards to time,” and that schools should shift from using “busy work” to identifying whether students are ready for deeper exposure or an off-campus learning experience. Bridge Michigan noted that Michigan already offers dual enrollment and career technical education opportunities, but that access can be uneven, which adds to calls for individualized and career-aligned pathways.
Even with momentum, Bridge Michigan reported uncertainty about whether proposals will translate into changes soon. Michigan’s divided Legislature is finalizing a historically low number of bills, and the report said bipartisan compromise can be difficult during election years. State Rep. Tim Kelly, R-Saginaw, said attention to reform has been substantial and described it as “obviously necessary,” adding that changes may need to wait until there is a new governor to ensure buy-in by the next executive branch. State Sen. Dayna Polehanki, D-Livonia, said it “makes sense” to look at options for students, but she expressed reservations about changing the number of required school days and hours, arguing that those requirements may not align with efforts to fight chronic absenteeism.
State Superintendent Glenn Maleyko also appears tied to the timing of any changes, with Bridge Michigan reporting that Maleyko has met with Launch Michigan, Snyder and education groups proposing changes to graduation requirements. The report said Maleyko is on a statewide listening tour to inform his efforts to revisit Michigan’s strategic education plan. Education leaders and candidates have emphasized that any rework of graduation standards would need to address both readiness expectations and the attendance challenges that they say undermine students’ participation and progress.