What If This Is the Moment? Embracing Indiana’s High School Redesign

My oldest son, Avery, is heading into high school next fall, and already his experience looks very different from mine. At just 15, he’s getting the chance to explore a computer science pathway while also diving into entrepreneurship. He’s not locked into a track or pressured to make a life decision too soon. Instead, he’s being given space to figure out what engages him, what sparks his curiosity, and what might match his strengths and future goals.

That’s why I believe Indiana’s high school redesign matters so much. This isn’t simply a policy change; it’s a shift in mindset. For too long, we’ve treated high school as a checklist of required credits, often disconnected from students’ interests and futures. But this redesign is rooted in something more meaningful: giving students purpose, agency, and the opportunity to explore what success could look like for them.

We often say we’re preparing students for “the real world,” yet many of them haven’t seen enough of it to understand what’s out there. They’ve sat in classrooms, filled out forms, and moved through the system. But have they truly had the chance to explore careers, build skills, or connect their learning to something that feels meaningful? That’s the kind of experience this redesign aims to create. It’s a step toward making school feel relevant again.

As both a parent and an educator, I keep coming back to the same two words that have guided much of our work at EES Innovation: What if? What if we saw this redesign as a runway instead of a requirement? Maybe this is the moment to make our schools work in ways that better reflect real life and support long-term success.

Why Indiana Is Rethinking High School

The need for change in Indiana’s high schools didn’t emerge overnight. It’s been building over time, shaped by declining college enrollment, widening skill gaps, and a growing sense of disconnection among students. The data makes it clear: fewer students are pursuing higher education, and even fewer are completing it. According to state figures, 76% of Indiana graduates say they plan to attend college, but only 53% enroll. Just 24% finish a two-year degree on time. That gap between what students hope for and what happens is telling us something important.

At the same time, employers across Indiana are reporting that students are entering the workforce without the communication, collaboration, or critical thinking skills needed to succeed. Nearly 60% of jobs in the state require training beyond high school. That training doesn’t always mean a four-year degree. Even so, our systems haven’t fully adapted. Many students are graduating high school with credentials that don’t lead to employment. Employers, meanwhile, are struggling to fill roles that demand real skills.

Perhaps the clearest signal is coming from inside the schools themselves. Chronic absenteeism is rising, especially among high schoolers. It’s not always that students are dropping out. Often, they’re simply checking out. They feel disengaged, unmotivated, and unsure of how their education connects to life outside the classroom. That isn’t a curriculum problem. It’s a design problem.

Indiana’s high school redesign is a direct response to these challenges. The goal isn’t limited to raising the floor for all students; it also opens up new possibilities above them. The new structure helps students explore, engage, and connect their education with what comes next. For some, that might be college. For others, it could mean a career or public service. This shift focuses less on compliance and more on meaning. When students understand the purpose behind their path, they approach school with greater focus, deeper ownership, and a stronger sense of hope for the future.

What’s Changing in the Diploma Redesign

At the heart of Indiana’s high school redesign is a simple but powerful shift: one diploma with many personalized paths. Rather than offering a patchwork of diploma types with rigid requirements, the state is introducing a single, flexible diploma structure. This new approach gives students the ability to shape their journey based on their interests and future goals. Every student begins with the same base of 42 required credits. From there, they build a high school experience that feels relevant and meaningful to them.

The new framework introduces three “Readiness Seals,” each tied to a postsecondary pathway: Enrollment, Employment, or Enlistment. These seals are more than just labels. They reflect intentional learning, skill-building, and real-world experiences that prepare students for what comes next. Whether a student plans to attend a four-year university, earn a technical certificate, or enter military service, their path through high school can be shaped to support that direction. Their efforts will be recognized for what they’re preparing to do.

One of the most significant changes is the move toward personalized electives. Instead of filling time with courses that don’t reflect a student’s interests, schools now have more flexibility to offer career-focused, interdisciplinary, or exploratory classes. These options give students a chance to dive into subjects they’re passionate about. Whether it’s coding, marketing, healthcare, or public service, students can use these credits to explore fields, try out ideas, and even change direction if they discover something new. That kind of flexibility is intentional, and it’s necessary.

Work-based learning is also a key element of the redesign. Students can earn credits through internships, apprenticeships, service learning, or simulated experiences. These opportunities may take place in person or virtually. Regardless of the format, they help students develop communication, collaboration, and a strong work ethic, which employers across Indiana have identified as essential. For many students, these experiences will serve as their first glimpse into life beyond school. That glimpse has the potential to shape their future in meaningful ways.

The diploma also includes “plus” options for students who want to go deeper. Some may earn college credits, complete advanced coursework, or spend extra time in work-based learning. The “Honors Plus” versions of each seal recognize students who take their pathway further. The goal isn’t to check more boxes. It’s to encourage excellence in ways that feel connected to a student’s purpose, not imposed from the outside.

This redesign doesn’t eliminate rigor. It redefines it. By linking learning to purpose, Indiana is giving students the chance to take ownership of their education and create a high school experience that truly prepares them for what’s next.

The World After 2030 — Why This Matters More Than Ever

When we think about high school, it’s easy to focus on what students need to graduate. But there’s a more urgent question to ask: what are we preparing them for? By the time today’s middle schoolers graduate, they’ll be entering a workforce that looks very different from the one we know now. Automation, artificial intelligence, and shifting economic demands are already transforming the nature of work. The skills students will need to succeed are evolving just as quickly.

The World Economic Forum’s Future of Jobs Report 2025 estimates that by 2030, 70 percent of the skills used in most jobs will have changed. Artificial intelligence will play a major role in that shift. This kind of transformation demands more than just academic achievement. It calls for adaptability and a mindset of continuous learning.

We’re already seeing this trend in Indiana. A report from the Georgetown University Center on Education and the Workforce shows that by 2031, 62% of jobs in the state will require some form of education or training beyond high school. That includes certifications, apprenticeships, technical programs, and industry credentials. Yet many students and families still assume that college is the only path forward. Indiana’s redesign pushes back on that idea. It gives students tools to prepare for a range of futures, each with purpose and clarity.

What students need isn’t limited to hard skills. Across Indiana, employers consistently highlight “durable skills” like communication, collaboration, and work ethic. These aren’t typically taught through textbooks or tests. Students build them through real experiences such as team projects, internships, mentoring, and applied learning. They’re also a core part of the Honors and Honors Plus seals, which recognize students who push further in both academic and practical preparation. That’s the kind of environment the new diploma structure is designed to create.

For students like Avery, the difference is already showing. He’s not just choosing electives. He’s engaging in a discovery process that could lead him toward tech, business, or something else entirely. He’s learning how to ask better questions, solve problems, and work with others. More importantly, he’s beginning to see how his education connects to the world he’s preparing to enter.

We can’t afford to train students for the jobs of the past. The world after 2030 will require something more. Readiness won’t be measured by knowledge alone. It will be shaped by habits, skills, and the ability to adapt. Indiana’s redesign doesn’t just recognize that future. It’s helping students get ready for it.

Expanding Access with Purpose and Flexibility

One of the most promising parts of Indiana’s high school redesign is the way it creates new opportunities for students. These aren’t just theoretical changes. They’re practical steps that open real doors. The diploma may offer more flexibility, but that flexibility comes with a clear purpose. It’s designed to make sure every student, regardless of zip code, background, or starting point, can access meaningful options.

Access doesn’t mean placing every student on the same path. It means making sure each one has a path that fits. For too long, high school has pushed students into a one-size-fits-all approach that often missed the mark. Interests, talents, and goals got lost in the process. The redesigned diploma shifts that pattern by giving students room to shape their experience in ways that feel intentional and supported.

Work-based learning shows how this plays out. Not every student has the same availability or support at home, and the system now reflects that. Some students might take on a paid internship during the summer. Others may explore careers through a school-day simulation or through a community partnership built around local needs. No matter the setting, students have more ways to engage. That kind of flexibility isn’t a bonus. It’s essential.

The redesign also encourages schools to think creatively about time, scheduling, and coursework. In rural areas, this might mean tapping into virtual work-based learning programs. In cities, it could involve formal partnerships with nearby businesses. What works in one place won’t always work in another. And that’s the point. The goal isn’t uniformity. It’s giving schools the tools to design options that reflect their communities.

Opening access also means increasing support. Counselors and educators will be critical in helping students navigate choices, adjust plans, and see how their classes connect to real-world goals. To support that effort, the state is rolling out new advising tools, updated course lists, and an interactive planning platform that gives districts a clearer roadmap to guide students through the transition.

When access is done right, it doesn’t just get students to the starting line. It prepares them to run. Indiana’s redesign is helping more students do exactly that, offering clearer pathways, more relevant experiences, and the support they need to move forward with confidence.

What If We Seized This Moment?

With any shift this significant, it’s natural for leaders to focus on logistics. Credit structures, graduation requirements, and implementation timelines all matter. But if the conversation stops there, we risk missing the larger opportunity. This isn’t just a high school update. It’s a spark, a chance to rethink how we design learning across the entire K-12 journey.

What if we stopped trying to fit this redesign into the system we already have, and instead asked what kind of system our students need? What if we built school experiences around exploration, purpose, and relevance, rather than focusing only on compliance? These aren’t abstract questions. They’re the ones that lead to real innovation. And right now, Indiana has created a structure that invites us to explore them.

This is the moment to say yes to new possibilities. Yes, to expanding how we define success. Yes, to designing schedules that make space for internships and industry credentials. Yes, to treating students like future professionals, not just test-takers. The framework already exists. What matters now is the mindset we bring to it.

As district and building leaders, you don’t have to have every answer. But you do have the power to ask better questions. What if your school became a model of what’s possible? What if your community became known for how well it prepares students—not just for graduation, but for life?

The most transformative ideas often begin with two simple words: What if? This is your invitation to use them.

Conclusion: This Is Just the Beginning

Indiana’s high school redesign is more than a new set of graduation requirements. It reflects a shift in what we believe is possible for students. The focus is turning toward relevance, exploration, and purpose. With this framework, young people like Avery have the space to try, to pivot, and to grow. When schools implement it with care, the redesign can lay the foundation for reimagining how learning works across the entire K-12 experience.

The work ahead won’t be easy, but it’s filled with potential. When students can see where they’re going and understand why their learning matters, everything begins to change. Attendance improves. Engagement deepens. Outcomes follow. This isn’t the final step—it’s the first one.

This blog launches a four-part series that explores how the redesign can come to life in real, practical, and powerful ways. In the coming weeks, we’ll take a closer look at the core components that make this transformation possible.

Up Next: 🔹 Part 2: The Heart of Career Coaching – Guiding Kids Toward Purpose, Not Just a Path

🔹 Part 3: The Power of Durable Skills – Preparing Students for What Matters Most

🔹 Part 4: Building School-Community Partnerships That Deliver a Double-Sided Return on Investment

We invite you to stay connected. Keep asking what if? And join us as we imagine a better future for students, then work together to build it.

References:

• Carnevale, A. P., Strohl, J., & Ridley, N. (2023). Good Jobs Projections 2031: State-Level Analysis. Georgetown University Center on Education and the Workforce. Retrieved from https://cew.georgetown.edu/cew-reports/goodjobsprojections2031/ 

• World Economic Forum. (2020). The Future of Jobs Report 2020. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2020

• Indiana Department of Education. (2024). Final Diploma Rule. Retrieved from https://www.in.gov/doe/diplomas/#Final_Diploma_Rule