xt7bg7373w44 https://exploreuk.uky.edu/dipstest/xt7bg7373w44/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. bulletins English Frankfort, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Standards for Accrediting Kentucky Schools", vol. XLIV, no.11, text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Standards for Accrediting Kentucky Schools", vol. XLIV, no.11, 2022 true xt7bg7373w44 section xt7bg7373w44 STANDARDS

F03
ACCREDITING

KENTUCKY
SCHO0LS

Authorization of the
State Advisory Committee

In August of 1974, Dr. Lyman V. Ginger, Superintendent of Public Instruction, authorized
the appointment of three advisory committees for the purpose of revising Accrediting Standards
for Elementary and Secondary Schools and creating Standards for Middle Schools.

FOREWORD

This document, Kentucky State Standards for Accrediting Schools, is the
outgrowth of a study made by a state revision committee, edited by staff
members in the Division of Supervision--Accreditation--Organization and
approved by the State Board of Education June 16, 1976. It is intended
to provide assistance for those seeking to improve the quality of education
through accreditation.

To achieve the goals of an adequate educational program, the immediate
objectives and order of priority should be to strengthen existing programs
and services; to expand present curriculum areas and services to meet de-
sirable standards; and to add desirable new programs and services as teach-
ers and facilities will permit.

James B. Graham, Ph.D.
Superintendent of Public Instruction

INTRODUCTION

KRS 156.160

The Superintendent of Public Instruction shall prepare or cause to be prepared
and submit for approval and adoption by the State Board of Education: . . .

(3) Rules and regulations for grading, classifying, and accrediting all common
schools, and for determining the scope of instruction that may be offered in the
different classes of schools and the minimum requirements for graduation from
the courses offered; (8) Rules and regulations for approving private and parochial
schools of elementary or high school grade and commercial schools.

The multiple-standards approach requires schools in each classification group to
meet certain general standards as well as specific standards based on needs and
objectives as reflected in their instructional programs. Ideally, the same quality
of instruction is expected of each type of school. Within recognized limitations,
each school should provide breadth and enrichment of program and services con-
sistent with pupil needs.

The Classification scheme for accreditation of Kentucky high schools is not in-
tended to suggest variance in the quality of the program and services. The multi-
ple standards approach is instead based upon the extent of program and service
offerings. Ratings therefore are awarded according to the curricular offerings
and services which meet standards set forth herein.

Don C. Bale, Assistant
Superintendent for Instruction

TABLE OF CONTENTS

Page
Foreword ........................................................... i
Introduction ......................................................... ii
Standards for Accrediting
Elementary Schools ................................................... 1
Standards for Accrediting
Middle Schools ...................................................... 7
Standards for Accrediting
Secondary Schools ................................................... 14
Standards for Accrediting
Summer Schools .................................................... 28
History of Accreditation
in Kentucky ....................................................... 39
Glossary ........................................................... 40

iii

STANDARDS E0}!
ACCREDITING

ELEMENTARY
SCHO0LS

STANDARDS FOR ACCREDITING
ELEMENTARY SCHOOLS

STANDARD I - LEGAL RESPONSIBILITY

Any School seeking accreditation shall be in compliance with the Kentucky Revised Statutes
contained in the School Laws of Kentucky and with Regulations of the State Board of Education.

Local school boards may promulgate rules and regulations which are not arbitrary or capricious
and which do not conflict with existing Laws of the Commonwealth of Kentucky and/or the
State Board of Education. (See Appendix for pertinent State Statutes.)

STANDARD II - STATEMENT OF PHILOSOPHY AND OBJECTIVES

The educational enterprise logically begins with a sound philosophy and clearly stated objectives.
Programs, policies, and practices for a school district and its components require a frame of refer-
ence compatible with the broad educational goals for the state, the school district, and the com-
munity served by the individual school. Each school shall develop educational beliefs and objectives
which reflect: (1) the unique needs of all the pupils it serves; (2) the values of human traditions;
and, (3) the involvement of parents/guardians and the community at large. Objectives should be
based upon a realistic, thorough, and systematic needs assessment.

STANDARD III - PROGRAM OF SCHOOL-COMMUNITY RELATIONS

Each school shall develop a written plan for a program of school-community relations. Such a
program will seek genuine acceptance of mutual responsibility by both professionals and citizens
of the community and should reflect mutual interaction of the community and the school. A
program of school-community relations should embrace four major responsibilities: information,
interpretation, cooperative study and evaluation, and community services.

STANDARD IV - DESIGN FOR LEARNING

The educational development of each pupil mentally, socially, physically, aesthetically, and
emotionally requires a design for learning which recognizes and provides for diversity in learning
styles, differing rates of learning, cultural values, and innate ability. School officials should con-
sider curriculum, personnel, space, and evaluation when initiating the design for learning.

STANDARD V - CURRICULUM

An effective program is broad in scope and sequence. Learning experiences should place emphasis
upon the development of skills, concepts, and essential content.

The elementary school curriculum shall include the following areas:

1. LANGUAGE ARTS, including reading, writing, spelling, oral and
written English, and literature

2. MATHEMATICS, with emphasis on concept development, computational
skills and the application of these skills to practical situations

3. SCIENCE, including laboratory experiences

4. SOCIAL STUDIES, including citizenship, attitudes, values, and responsibilities

5. PHYSICAL EDUCATION, SAFETY, AND HEALTH, including both mental
and physical health

FINE ARTS, including art, music, and dramatics

B. Career, consumer, character, drug, and environmental education shall be integral
parts of instruction at all levels and in all appropriate areas of study. A written plan
setting forth methods by which character education will be integrated into the program
of studies and activities should be developed.

C. Personal and social development of the individual pupil should be a part of the
instructional program.

Programs for exceptional children, including the gifted and talented, should be
provided.

STANDARD VI - PUPIL ACTIVITY PROGRAM

The school-related activity program should complement and supplement the required program of
studies to develop to the full extent a pupil’s capabilities. The school activity program should allow
for pupil initiative and direction in accordance with maturation levels, stages of development, and
special needs. The goal of a balanced school activity program should be to assist pupils in coping
with recreational, social, and emotional demands. Development of leadership and followership
should be provided. School policies should prohibit any over-emphasis on competitive sports (K-6)
or other competitions which exploit pupils for the benefit of prestige of the school and community.

STANDARD VII - LEARNING MEDIA SERVICES

The services of the school media center should complement and support all areas of the total

school program. Services provided should reflect the pupils’ curricular needs and the implementa-
tion of educational objectives as perceived by the district school.

A. Staffing

1. Comprehensive schools ~ Each Comprehensive school shall have a media

librarian. It is recommended that the following staffing ratio be followed:

Media Librarians

Enrollment
1 up to 400
11/2 401 - 800
2 801 - 1200
3 1201 - 1600

Sufficient clerical assistance should be provided. It is suggested that a
half-time clerk be used in schools with enrollment of 401-800; one clerk
per school with enrollment of 801-1200; two clerks in schools with enroll-
ment of 1201-1600.

2. Standard Schools - It is recommended that each Standard school be staffed
according to the following chart:

Media Librarian Enrollment
1/2 up to 400
1 401 - 800
2 801 - 1200
3 1201 - 1600

Sufficient clerical assistance should be provided. It is suggested that a half-
time clerk be used in schools with enrollment of 401-800; one clerk per school

with enrollment of 801-1200; two clerks in schools with enrollment of 1201-
1600.

3. Basic Schools - It is recommended that each Basic school maintain a media center
and implement a plan for utilization.

4. Provisional Schools - The media program for schools with this classification should
be comparable to the Basic school program but with greater flexibility in areas of
facilities and collections.

5. Emergency Schools - This rating is given to schools on a year by year basis, how-
ever, a media program should be provided to all pupils.

Facilities

The media center should be located so as to be readily accessible to all pupils. Space
should be sufficient to house audiovisual and printed materials and accommodate
small group instruction and other activities.

Appropriations

An expenditure from local funds should meet the minimum requirements of $2.50
per pupil for printed material, $1.50 for audiovisual media materials, and $1.50 for
instructional materials.

Collections

1. A minimum basic collection of seven book titles per pupil is recommended.

2. There should be a balanced collection of magazines, newspapers, and audiovisual
materials.

3. All materials should meet the curricular, developmental, and recreational reading
needs of all pupils.

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E. Professional Library

An appropriation for professional books, journals, and magazines should be made
in addition to the allocation for the media center.

STANDARD VIII - PUPIL SERVICES

Intellectual, physical, social, aesthetic, and emotional needs of pupils should be accomodated in an
affective pupil-services program and should be a prime objective of the school

A. Guidance

Services

Each elementary school shall have a functional program of guidance services
concerned with determining and providing for the identified developmental
needs of all pupils. The guidance program should be a vital part of the ele-
mentary school’s organized effort to provide meaningful educational exper-
iences appropriate to each pupil’s level of development. An effective counseling
and guidance program involves pupils, parents/guardians, and staff.

Pupil Records

Each school shall maintain a standardized system of relevant cumulative records

readily accessible to authorized personnel in compliance with the federal Family
Rights and Privacy Act.

Staffing

Counseling programs should be staffed according to the following ratios:

a. Comprehensive Schools - A full-time certified elementary school counselor
for each 600 pupils or major fraction rhereof is recommended. A functional

guidance committee and a yearly guidance plan should be developed cooperan
tively with the Department of Education.

b. Standard Schools - A full-time certified elementary counselor for each 700
pupils is recommended. A functioning guidance committee and a yearly

guidance plan should be developed cooperatively with the Department of
Education.

0. Basic Schools - A Basic school should have a guidance committee which pro-
vides regular input for program planning.

B. Health Services

Each elementary school shall comply with all provisions of the School Health Code
and should develop established policies and procedures for providing first aid services.

STANDARD IX - SCHOOL STAFF AND ADMINISTRATION

The coordination of instruction, organization, supervision, administration, and finance is
essential to the overall effectiveness of the school program.

A. Staff

1. All staff members shall be involved in continuous, well planned programs of
professional development to improve the quality of instruction and to update
method and content. Planning, programming, and evaluating in-service activities
shall be a continuous process.

2. All professional personnel shall hold appropriate certificates for positions and/or
assignments.

3. Aides, if employed, shall be 18 years of age and have a minimum of a high school
diploma or a GED Certificate (High School Equivalency Certificate).

4. Pupil-Teacher Ratio - The ratio of certified classroom teachers to pupils shall not
exceed one to thirty. Provisions should be made for flexibility in grouping (large,
small, individual), based on the school’s objectives and the identified needs of the
pupils.

5. Special Instructional Services - When a certified teacher in the areas of art, music,
and physical education is provided, the ratio of teacher to pupils should not exceed
one to one hundred fifty daily. Qualified consultative personnel should be provided
by the district if specialists are not included in the staffing pattern of the school.

B. Principal

1. A school of 8 to 12 full-time teachers shall have a principal who devotes at least
half-time to the principalship. Schools with more than 12 teachers should have
a full-time principal.

2. For schools with more than 25 teachers, an assistant principal or other supportive
personnel is recommended.

3. Clerical assistants other than teachers and pupils should be provided.

STANDARD X - SCHOOL PLANT AND FACILITIES

The school buildings and related facilities shall meet the standards and regulations of the Department
of Education, Division of Buildings and Grounds.

STANDARDS FOR
ACCREDITING

MIDDLE
SCHDDLS

STANDARDS FOR ACCREDITING
MiDDLE SCHOOLS

STANDARD I - LEGAL RESPONSIBILITY

Any school seeking accreditation shall be in compliance with the Kentucky Revised Statutes
contained in the School Laws of Kentucky and with Regulations of the State Board of Education.

Local school boards may promulgate rules and regulations which are not arbitrary or capricious
and which do not conflict with existing Laws of the Commonwealth of Kentucky and/or the State
Board of Education. (See Appendix for pertinent State Statutes.)

STANDARD II - STATEMENT OF PHILOSOPHY AND OBJECTIVES

The development of sound beliefs, goals, and objectives for the middle school is basic to program
planning. The unique nature of this age group must receive major consideration in the arrangement
of an educational program that attempts to meet the needs of all the students. Objectives of the
middle schools in Kentucky will be: (1) to provide appropriate education experiences for youth
consistent with variations in maturation and developmental characteristics common to pre-adoles-
cent and early adolescent students, (2) to provide transitional educational experiences, (3) to pro-
vide opportunities for students to develop self-reliance and to assume responsibility.

The middle school in Kentucky shall be defined as an institution serving that period in a student’s
educational experience occurring after elementary, but prior to the secondary school program.

Any combination of three or four consecutive grades from 5-9 may constitute a middle school, pro-
viding that the program adheres to micgncepts and standards of the middle school as outlined in
this document.

Extended membership in a school is desired to assist students in achieving identity and in allowing
sufficient time for the staff to assess individual’s needs and to provide appropriate learning oppor-
tunities.' Existing middle schools with fewer than three grades should incorporate another grade as
soon as possible. Preferably, themiddleschyolﬂincludes grad,es_6;8. Existing facilities may necessitate
other organizational plans, such as grades 5-8 or 7-9. If grade 9 is included in the middle school organi-
zation, procedures for promoting students to the tenth grade shall be consistent with the following

conversion plan approved by the State Board of Education:

A. The organization of learning experiences for ninth grade students shall be consistent
with the middle school concept.

B. Ninth grade courses may be certified as being equivalent to Carnegie Units offered in the
ninth grade of a four-year high school.

C. Upon completion of grade nine in a middle school, the school principal shall certify to
the senior high school principal the following:

1. Identification of the courses completed that are considered equivalent in meeting
graduation requirements from high school.

2. Certification that a copy of the student’s record is being retained in the
middle school.

STANDARD III - PROGRAM OF SCHOOL-COMMUNITY RELATIONS

Each school shall develop a written plan for a program of school-community relations specifying
areas of mutual responsibility accepted by those in the school and citizens of the school community.

A program of school-community relations should indicate involvement in four major areas of

responsibility: information, interpretation, cooperative study and evaluation, and community
services.

STANDARD IV - DESIGN FOR LEARNING

Since the physical, social, emotional, aesthetic, and intellectual needs of each early adolescent are
unique, the program for students should be determined through carefully selected and administered
diagnostic instruments, student input, teacher evaluation, parental information, and community in-
volvement. Curriculum objectives, decisions, and implementations should be characterized by unit,
balance, and articulation with the schools below and above it, while retaining program flexibility.

STANDARD V - CURRICULUM

The curriculum goals and objectives in the middle school should be designed (1) to meet the
identified needs of the students, (2) to accomplish the school’s objectives, (3) to foster the develop-
ment of inquiry skills, (4) to develop s‘kills in problem-analysis and decision-making, (5) to encourage
personal responsibility, and (6) to provide experiences for improved human relations.

A. Areas of curriculum for the middle school

Professional staff should organize their courses in such a way that the discrete disciplines
are clearly correlated and integrated.

B. The curriculum of the middle school shall include:

1. Comprehensive/developmental experiences

Social Studies

Science

Mathematics

Language Arts: Communication Skills
Health and Physical Education

Fine Arts (Music, Art, Dramatics)

Practical Arts (Home Economics, Industrial Arts, and skills such as typing)
Character Education

renown-err?

2. Exploratory experiences

Hobbies and avocationai interests
Careers and vocational interests
Personal-social development concerns

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STANDARD VI - STUDENT ACTIVITY PROGRAM

The student activity program for the pre- and early adolescent should provide a wide variety

of activities that allow students to experience success in different kinds of endeavors. The
activity program should emphasize heterogeneous groupings of students with opportunities for
broad peer group interaction. Activities should allow wholesome social interaction within and
betWeen the sexes in small and large group activities. The student activity program should com-
plement the program of studies. This activity program should encourage individual initiative,
leadership, and self-direction appropriate for students’ maturity level and special needs. The
goal of a balanced activity program should be to assist students in satisfying present and future
needs for recreation; for psychological, emotional, and social growth; and for career exploration.
School programs shall discourage over-emphasis on competitive sports or other contests which
exploit students for the benefit or prestige of the school and community.

STANDARD VII - LEARNING MEDIA SERVICES
The services of the middle school media center should support and enrich all areas of the total
school program. The exact nature of the services should be determined by the needs of the students

and the implementation of educational objectives set forth by the district and the school.

A. Recommended Staffing

Media Librarians Enrollment
1/2 to 1 up to 300
1 301 - 800

2 801 - 1600

3 1601 and up

It is recommended that sufficient clerical assistance be provided. It is suggested that a
half-time clerk be used in schools with enrollment of 400-800; one clerk in schools with
enrollment of 801-1200; two clerks in schools with enrollment of 1201—1600.

B. Appropriations

1. The amount expended from local funds shall meet the annual minimum require-
ments of $2.50 per student for print and $1.50 for audiovisual media.

2. An appropriation of $2.00 for each student shall be made from local funds for
instructional materials and supplies.

3. An appropriation for professional books, journals, and magazines should be made
in addition to the allocation for the media center.

C. Media Collections
The collections shall include books, magazines, newspapers, and non-print materials.
Collections should meet the developmental, curricular, occupational, explorational, and

recreational reading needs of the students served.

1. Comprehensive Schools - For Comprehensive rating, schools shall maintain a min-
imum basic collection of ten book titles per student.

Standard Schools - For a Standard rating, schools shall maintain a minimum
basic collection of seven book titles per student.

3. Other classifications - All others should maintain a basic collection of book titles
and a plan for utilization.
Facilities

The media center should be located so as to be readily accessible to all students. Space

should be sufficient to house audiovisual and printed materials and accomodate small
group instruction and other activities.

STANDARD VIII - STUDENT SERVICES

The physical, social, aesthetic and emotional needs as well as the need for intellectual growth of students
must be accommodated in an effective student services program.

A. Guidance

Program

Each middle school shall have a functional program of guidance services concerned
with analysis of the social and developmental needs and provisions for accommodating
all students. The guidance program should be a vital part of the middle school’s
organized effort to provide meaningful educational experiences appropriate to each

student’s needs. An effective counseling and guidance program involves students,
parents/guardians, and staff.

a. Counseling Services

Through the counseling relationship, students should be assisted in utilizing
their own resources and experiences to develop the processes of self-under-
standing, planning, decision-making, adjusting to transitions, and coping with
problems relative to developmental needs. Provisions should be made for in-
dividual and group counseling of students. Since the middle school student

is extremely peer-oriented, opportunities should be provided regularly for
group interaction.

b. Student Record Services

Each school shall maintain a standardized system of relevant cumulative

records readily accessible to authorized personnel in compliance with the
federal Family Rights and Privacy Act.

0. Information Services
Information and materials relating to guidance for career development,

personal-social development, and educational development shall be care-
fully organized and available for use by staff members, students, and parents.

1 l

Placement Services
Each middle school shall provide placement services which include:

(1) Assisting the student in course selections according to interests, ability,
and future planning.

(2) Assisting eligible students to find appropriate employment.
e. Referral Services

Each middle school should have a systematic documented referral procedure
for utilizing available community resources in dealing with special problems.

f. Evaluative Services
Each middle school should provide evaluative services which include:
( 1) Student testing (i.e., diagnostic, interest, achievement )
(2) Follow-up procedures

(3) A continuous evaluation of the school’s guidance program to determine
the program’s effectiveness.

2. Staffing
Counseling program should be staffed according to the following ratios:

a. Comprehensive Schools - Each Comprehensive school should have a full-time
certified middle school counselor for each 500 students or major fraction thereof.
Each Comprehensive school shall have a functioning guidance committee and a
yearly guidance plan approved by the. State Department of Education.

b. Standard Schools - Each Standard school should have a full-time certified middle
school counselor for each 600 students or major fraction thereof. When a coun-
selor serves in more than one school, the total student load should be no more
than 600. Each Standard school shall have a functioning guidance committee
and an annual guidance plan approved by the State Department of Education.

c. Basic Schools - It is recommended that each Basic school have a guidance com-
mittee which provides regular input for program planning.

B. Health Services

Each middle school shall comply with all provisions of the School Health Code and should
develop established policies. and procedures for providing first aid services.

STANDARD IX - SCHOOL STAFF AND ADMINISTRATION

The coordination of all factors contribute to the effectiveness of the school program, including the
functions of instruction, organization, supervision, administration, and finance.

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Policies

Staff and student personnel regulations and procedures should be developed within the
framework of the district policies. Staff and students should contribute to the development
of these statements which should be distributed in a handbook or other printed form.

In-service

There shall be evidence that the total middle school staff is involved in continuous, plan-
ned in-service training within and across all facets of the educational program.

Personnel

All professional personnel shall hold valid certificates for their positions and shall meet
all provisions relative to assignment. Utilization of elementary teachers may be accom-

plished through the endorsement plan administered by the Division of Teacher Education
and Certification.

Aides shall be at least 18 years of age and have a minimum of a high school diploma or
a GED Certificate (High School Equivalency Certificate).

1. Middle School Principal ~ Comprehensive, Standard, and Basic

a. The principal shall devote full-time leadership to the principalship.

b. The principal should have a full-time clerical assistant other than teachers or

students. Schools having over thirty teachers should have additional clerical
assistance.

2. Middle School Assistant Principal

An assistant principal should be employed when the school staff exceeds 24. The
assistant principal’s role and responsibilities should be clearly defined and should

complement the principal’s role to insure effective leadership in all aspects of the
school program.

3. Middle School Teachers

The ratio of students to the certified teachers of the middle school shall not exceed
the average of 30 to 1. Middle school teachers should exhibit a special interest in
and knowledge of the pre- and early adolescent. These teachers should also be flex-

ible, creative, energetic, and innovative in planning and implementing curriculum
for the middle school student.

Special Instructional Services

When a certified teacher in the areas of art, music, and physical education is pro-
vided, the ratio of teacher to students should not exceed one to one hundred fifty

daily. Qualified consultative personnel should be provided by the district if special—
ists are not included in the staffing pattern of the school.

STANDARD X - SCHOOL PLANT AND FACILITIES

The school buildings and related facilities shall meet the standards and regulations of the Depart-
ment of Education, Division of Buildings and Grounds.

STANDARDS FDR
ACCREDITING
SECONDARY
SCHO0LS

STANDARDS FOR ACCREDITING
SECONDARY SCHOOLS

STANDARD I - LEGAL RESPONSIBILITY

Any school seeking accreditation shall be in compliance with the Kentucky Revised Statutes
contained in the School Laws of Kentucky and with Regulations of the State Board of Education.

STANDARD 11 - STATEMENT OF PHILOSOPHY AND OBJECTIVES

The educational enterprise logically begins with sound beliefs and clearly stated objectives. Pro
grams, policies, and practices for a school district and its component schools require a frame of
reference compatible with the broad educational goals for the state, the school district, and the
community served by the individual school. Each school shall develop its educational beliefs and
objectives which reflect: (1) the unique needs of all the students it serves; (2) the needs of the
community it serves and of a democratic society; (3) the values of human traditions, and (4) the
involvement of parents/guardians and the community at large. Objectives should be based upon
realistic, thorough, and systematic needs assessment.

STANDARD III - PROGRAM OF SCHOOL-COMMUNITY RELATIONS

Each school shall develop a written plan for a program of school-community relations. Such a
program will seek genuine acceptance of mutual responsibility by both educators and citizens of
the school community and will reflect an involvement of the community in the school’s program
and the involvement of the school in the community. A program of school-community relations
embraces four major responsibilities which the district and school should accept: information,
interpretation, cooperative study and evaluation, and community services.

STANDARD IV - DESIGN FOR LEARNING

The framework for the instructional program shall serve to facilitate instruction. Major safeguards
for quality education are a well-designed master schedule, effective administrative routines, adequate
undisturbed class time, and profusion for a high degree of self-direction on the part of the students.

A. Instruction Time Per Week - All Schools
1. Six hours of actual school work shall constitute a school day. Three hundred class
minutes per week shall be devoted to each full credit course. This requirement may

be met by using the 60 minute class period five times per week or by devoting equi-
valent gross time in an approved program.

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2 A program not based on the Carnegie Unit must have prior approval of the
Department of Education.

Student Personnel Ratio

The ratio of students to teachers shall not exceed 30-1. Equitable class loads for teachers

and maximum learning effectiveness for students dictate that a total teacher load should
not exceed 150 students per day per teacher.

Student Load - All Schools
It is the responsibility of the administrative staff and the counseling staff to see that student
loads and schedules are directly related to student goals, needs, and abilities, as diagnosed
and prescribed by qualified personnel.
Requirements for Graduation
The normal student load is considered to be a combination of courses totaling five Car— r.
negie Units of credit per school year (or the equivalent when other measurements are ‘
in use).
1. All students shall meet the following minimum unit requirements for graduation:
Subject Units
Language Arts 3
Social Studies (including one unit in U. S. History) 2
Mathematics 2