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The Board of Regents today moved to officially adopt regulations requiring instruction in for public school students in grades K-12. The new instructional requirements mark a shift into Phase 2 of the implementation of the NY Inspires Plan, which advances the recommendations from the Blue Ribbon Commission on Graduation Measures. Phase 1, adopting the NYS Portrait of a Graduate, was completed in July 2025.

Board of Regents Chancellor Lester W. Young, Jr.听said, 鈥淎s we move toward implementing new graduation measures, equity and excellence remain at the heart of our work. Every student in New York deserves a meaningful education that prepares them not only for college and career, but for life. Today鈥檚 actions reflect that commitment鈥攅xpanding instruction in personal finance and climate education and seeing career-focused education in action鈥攕o that we may continue our work to equip students with the real-world knowledge and skills they need to thrive in a complex, ever-changing world.鈥�

Commissioner Betty A. Rosa said, 鈥淚n New York State, we are reimagining what it means to earn a high school diploma by setting our sights high and expanding the scope of college, career, and civic readiness. These transformations are already taking shape, as we鈥檝e seen firsthand through the powerful, project-based work of our students who are building clear pathways to the workforce. With today鈥檚 discussion of personal finance and climate education for grades K鈥�12, we are taking an important step toward realizing our Portrait of a Graduate鈥攐ne who is a global citizen, academically prepared, and future focused.鈥�

To support implementation of the new instructional requirements, the Department collaborated with advisory committees comprised of stakeholders with expertise in personal finance education and climate education to identify key topics to be included in instruction. These topics will ensure developmentally appropriate instruction across the K鈥�12 continuum and alignment with grade-level expectations in elementary, middle, and high school.

Personal Finance Education:

• Budgeting and Money Management
• Credit and Debt Management
• Earning Income
• Risk Management
• Saving and Investing

Climate Education:听听

• Causes of Climate Change
• Impacts of Climate Change
• Solutions for Climate Change

Districts will have flexibility in local implementation. Instruction in climate education can be provided through embedded instruction into existing subject areas or as a stand-alone course. Instruction in personal finance education can be provided through embedded instruction into existing subject areas, as a stand-alone course, or as part of Career and Technical Education programming.

In alignment with Phase 2 of the NY Inspires Plan, 鈥淩edefine Credits and Learning Experiences,鈥� providing instruction in personal finance and climate education will ensure that students graduate as informed and empowered individuals, capable of managing their personal finances; making sound decisions; understanding the impacts of climate change; and preparing for economic independence, environmental stewardship, and long-term success.

The new requirements will follow a multi-year phase-in to support planning and alignment with existing instructional programs. Personal finance education will be required starting in the 2026鈥�27 school year for grades 5-12 and the 2027-28 school year for grades K-4. Climate education will be required starting in the 2027鈥�28 school year for grades 5-12 and the 2028-29 school year for grades K-4.

BOCES Expo

In conjunction with this week鈥檚 Board of Regents meeting, the Board and Department hosted a BOCES expo, providing Regents and department staff with the opportunity to learn more about the innovative programs offered across the state. BOCES leaders and students were on hand to share their experience with career and technical education (CTE), early college, and work-based learning.

Students provided demonstrations of student-led projects showcasing innovation and problem-solving, while BOCES educators and leaders spoke to how they are transforming project-based learning and CTE to prepare students to enter an ever-evolving workforce. The presentations at the expo provided valuable insight into interdisciplinary learning and how it can be applied to 鈥淩edefine Credits and Learning Experiences鈥� in the second phase of the NY Inspires Plan.