One of the most enjoyable rewards of being a board member is the opportunity to recognize the great work students do. Highlighting the journey of a newcomer student to academic excellence, the engagement of a student in a civic project that improves access for students with disabilities, or the efforts of a student to learn another culture and language are worthy of recognition. Highlighting student successes can serve as important drivers in encouraging more students to engage in public service. Additionally, appreciating and embracing accomplishments encourages students to strive for success, provides students with greater confidence and opens doors for additional opportunities. Supporting and rewarding the positive contributions and achievements of students is a critical component of effective school climates.

The California Department of Education offers three potential opportunities for students to earn special recognition at graduation. The Golden State Seal Merit Diploma awards students whose academic achievements in core curriculum areas have been outstanding. The State Seal of Biliteracy may be awarded to each graduating high school student who has attained a high level of proficiency in speaking, reading and writing in one or more languages in addition to English. Finally, the State Seal of Civic Engagement is given to students who demonstrate excellence in civics education and participation and have demonstrated an understanding of the U.S. Constitution, the California Constitution and the democratic system of government.

To be eligible to receive the Golden State Seal Merit Diploma, a student needs to complete all requirements for a high school diploma and demonstrate mastery of the curriculum in mathematics, English language arts, science, U.S. history and two other subject areas selected by meeting established criteria.

To be eligible to receive the State Seal of Biliteracy, a student is required to demonstrate a high level of proficiency in English and at least one other language, which may include American Sign Language, by meeting state-established criteria. These criteria were recently updated by Assembly Bill 370 to require students to complete all English language arts classes with an overall grade point average (GPA) of at least 3.0. In the past, a 2.0 GPA was required. A new avenue available to demonstrate English proficiency is for students to score 480 or higher on the Evidenced-Based Reading and Writing Section of the SAT. Additionally, AB 370 adds the opportunity to demonstrate proficiency in a language other than English by successfully completing a four-year course of study in a world language at the high school or higher level with a 3.0 GPA.

English learners have an additional requirement to meet related to the English Language Proficiency Assessments in California. AB 370 made a change to this criterion by requiring such students to attain a score of level 4 only on the oral language section of English Language Proficiency Assessments for California, or any successor English oral language proficiency assessment, in transitional kindergarten, kindergarten or any of grades 1 to 12. This change is in keeping with one of the goals of AB 370, which is to remove barriers for English learners to earn the State Seal of Biliteracy.

To be eligible to receive the State Seal of Civic Engagement, a student needs to fulfill district requirements that align with the state established criteria related to civic knowledge and participation in civic engagement projects. In order to encourage civic engagement, the California Serves program was established to provide grants to eligible districts with the goal of expanding access for students to obtain a State Seal of Civic Engagement through service learning.

Districts may also choose to recognize student achievement through bestowing their own awards. To make recommendations regarding district-level awards and a budget for such awards, districts are authorized to establish committees. Examples of district-level awards include achievement in advanced placement courses, recognition of excellence in the visual and performing arts and excellence in leadership. Many districts have incorporated awards for excellence in academics, athletics, leadership, community service and the arts, and have included these awards throughout the school year, for recognition at high school graduations and as part of elementary and middle school promotions.

High school graduation is one of the most exciting times in a young person’s life, signaling the conclusion of adolescence and a transition to college or career. Recognizing and supporting students who have demonstrated excellence allows school boards to reinforce the great work young people do. These awards provide recipients with a greater sense of confidence for the next stage of their life. Additionally, these awards and their financial support can create opportunities for future education, careers and scholarships that may have otherwise been unavailable. These awards provide younger students with motivation and positive reinforcement for their efforts. The combined impact of awarding achievement has important implications for the students receiving the awards, as well as their families, peers and teachers.

CSBA’s sample Board Policy and Administrative Regulation 5126 – Awards for Achievement was updated in March 2024 to reflect recent changes related to the State Seal of Biliteracy and the State Seal of Civic Engagement. With spring graduations and promotions quickly approaching, now is a good time to review your district’s awards program as well as your district’s policy related to awards for achievement.