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Bill

Bill

A 5255

Authorizes school districts to award alternate high school diploma to certain students with disabilities.

2026-2027 Regular Session Introduced by Linda Carter and 2 co-sponsors

Allows districts to award an alternate high school diploma to certain students with disabilities who meet defined criteria and IEP-aligned goals.

Introduced, Referred to Assembly Education Committee
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Bill Summary · A 5255

Bill overview

  • Bill: A 5255
  • Session: 222
  • Jurisdiction: New Jersey
  • Title: Authorizes school districts to award alternate high school diploma to certain students with disabilities
  • Action history: Introduced and referred to the Assembly Education Committee on June 15, 2026
  • Sponsors: Co-sponsors Linda Carter and Verlina Reynolds-Jackson

Purpose and intent

A 5255 authorizes New Jersey school districts to award an alternate high school diploma to certain students with disabilities. The measure is designed to recognize the completed educational progress and learning outcomes of students with disabilities who may not meet all traditional graduation requirements but have demonstrated sufficient skills and competencies to merit a diploma. The bill aims to provide an official credential that affirms a student’s academic achievement and readiness, while likely aligning with individualized education program (IEP) goals and postsecondary or career pathways.

Key provisions and changes

  • Authorization of alternate diploma: School districts would have the option to issue an alternate high school diploma to eligible students with disabilities who meet specified criteria.
  • Eligibility criteria (to be defined in the statute): The bill would specify the conditions under which a student qualifies for the alternate diploma. These criteria typically relate to demonstrated mastery of essential skills, completion of modified or alternative graduation requirements, and adherence to IEP goals.
  • Alignment with IEP goals and standards: The alternate diploma would be connected to the student’s IEP and tailored learning path, ensuring that the credential reflects individual student progress rather than standard course completion alone.
  • District discretion: The bill grants districts the discretion to determine when to award the alternate diploma and how to implement the eligibility process, within the framework set by the statute.
  • Certification and documentation: Requirements for documenting eligibility, competency evidence, and the issuance of the diploma would be established to ensure legitimacy and consistency across districts.

Who would be affected

  • Students with disabilities who have not or cannot meet traditional graduation requirements but have demonstrated appropriate competencies.
  • Local school districts and their administrative staff responsible for graduation eligibility, IEP coordination, and diploma issuance.
  • Families and caregivers of eligible students, who would receive an alternate diploma as an official credential recognizing their child’s achievements.
  • Other stakeholders in education (IEP teams, school boards, and state education authorities) that oversee graduation policies and student accountability.

Procedural and timeline aspects

  • Introduction and referral: The bill was introduced on June 15, 2026, and referred to the Assembly Education Committee for consideration.
  • Next steps (pending action): The committee could hold hearings, propose amendments, and move the bill to the full Assembly for a vote. If approved, it would proceed to the Senate (as applicable in New Jersey’s legislative process) and could undergo further committee review and votes before becoming law, subject to gubernatorial action.

Potential impact and considerations

  • Educational equity: Provides a pathway to recognize and validate the learning outcomes of students with disabilities who may not graduate under traditional standards, potentially improving postsecondary and workforce opportunities.
  • Implementation challenges: Requires clear eligibility criteria, standardized documentation, and consistent guidance to districts to avoid disparities in diploma designation and to prevent unintended inequities.
  • Perception and alignment: The nature and acceptance of an alternate diploma by colleges, employers, and community colleges would be influenced by how the credential is defined and recognized in practice.

If you’d like, I can tailor this summary to emphasize potential impact on specific stakeholder groups (students, families, school administrators) or compare it to existing policies on alternate diplomas in New Jersey.

Compiled from official sources — confirm details with the bill’s official record.

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