High School Registration / NC Graduation Project

NORTH CAROLINA GRADUATION PROJECT

The North Carolina Graduation Project is a multi-faceted, multi-disciplinary performance assessment completed over time and is a requirement for students entering 9^th grade for the first time in 2006-07. The NC Graduation Project provides students the opportunity to connect content knowledge, acquired skills, and work habits to real world situations and issues. Through the graduation project process, students will engage various specific skills that include: computer knowledge employability skills, information retrieval skills, language skills-reading, language skills-writing, teamwork, and thinking/problem-solving skills. The NC Graduation Project consisting of four components (a research paper, product, portfolio, and an oral presentation) culminates during a student’s final year of high school. Student engagement in the graduation project process and the completion of the graduation project demonstrates the integration of knowledge, skills, and performance.

The NC Graduation Project consists of four major components:

1. A research paper demonstrating research skills and writing skills

2. A product created through the use of knowledge and skills in a meaningful way to accomplish a goal

3. A portfolio to catalogue/document tasks, record reflective thinking and insights, as well as demonstrate responsibility for learning as work progresses through the entire process

4. An oral presentation, during which, students become a source of information communicating their project work before a review panel

Because of the multi-faceted, multidisciplinary nature of the graduation project, it is not intended to be housed within one classroom or content area. Although the project culminates in the graduating year, it is benchmarked throughout a student’s middle school and secondary school experience, necessitating involvement from the entire program faculty. Graduation project program guidelines should allow for flexibility and input from various stakeholders. Guidelines should provide the opportunity to foster student-teacher relationships, nurture the exploration of new ideas, and encourage student-centered, lifelong learning.

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