Remaking Transcripts to Better Reflect Students' Competencies
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| Title: | Remaking Transcripts to Better Reflect Students' Competencies |
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| Language: | English |
| Authors: | Celina Pierrottet, Jon Alfuth |
| Source: | State Education Standard. 2026 26(1). |
| Availability: | National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/ |
| Peer Reviewed: | Y |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High Schools, Academic Records, Relevance (Education), State Policy, State Boards of Education, Educational Change, Student Evaluation, Academic Ability |
| ISSN: | 1540-8000 |
| Abstract: | As state policymakers grapple with the disconnect between what transcripts say students have learned and what they actually need to be successful, the traditional transcript has come under scrutiny. States are increasingly encouraging high schools to find ways to make learning more meaningful and relevant to students by offering learning opportunities both inside and outside the classroom. This article discusses why this shift necessitates rethinking a crucial part of the infrastructure that allows schools to capture and communicate both academic content mastery and the higher-order knowledge and skills to students, parents, postsecondary institutions, and employers. There are several important policy considerations for state boards as they explore new ways of communicating student knowledge, skills, and dispositions. Significant questions must be addressed on how tools will be used, validated, managed, implemented, and aligned with other parts of the education system. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Access URL: | https://www.nasbe.org/remaking-transcripts-to-better-reflect-students-competencies/ |
| Accession Number: | EJ1498124 |
| Database: | ERIC |
| Abstract: | As state policymakers grapple with the disconnect between what transcripts say students have learned and what they actually need to be successful, the traditional transcript has come under scrutiny. States are increasingly encouraging high schools to find ways to make learning more meaningful and relevant to students by offering learning opportunities both inside and outside the classroom. This article discusses why this shift necessitates rethinking a crucial part of the infrastructure that allows schools to capture and communicate both academic content mastery and the higher-order knowledge and skills to students, parents, postsecondary institutions, and employers. There are several important policy considerations for state boards as they explore new ways of communicating student knowledge, skills, and dispositions. Significant questions must be addressed on how tools will be used, validated, managed, implemented, and aligned with other parts of the education system. |
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| ISSN: | 1540-8000 |
