Philadelphia students graduate without tests: Rising diplomas, uncertain college and career readiness

Philadelphia’s public schools are undergoing a quiet but consequential recalibration of what it means to finish high school. Three years after Pennsylvania dismantled the Keystone Exams as a mandatory gateway to graduation, a growing number of students are earning diplomas without ever passing a state test as reported by Chalkbeat Philadelphia. The shift has altered long-held assumptions about academic readiness and moved the spotlight from standardised scores to a broader set of credentials and evidence.

The transformation has been swift and uneven in its implications. Graduation rates have climbed, offering thousands of students a clearer path to completion. At the same time, academic benchmarks tied to state assessments have remained stubbornly low, prompting questions about whether the new system is expanding opportunity or simply redefining the finish line.

A system rebuilt around choice, not tests

The new graduation pathway replaces a singular exit challenge with alternatives. While students are still required to fulfill coursework requirements, they are now able to satisfy these requirements in several ways, including acceptance letters from college, career and technical indicators, SAT testing, or a state-approved portfolio. The idea was that while a certain level of testing was considered a standard, it was impossible for this standard to cover the scope and abilities of the students being assessed when the law was signed in 2018.

The city’s biggest district, Philadelphia, has been quite responsive. Data from the district indicate that the percentage of students graduating through attaining minimum thresholds on state exams has drastically decreased from over half to around one-third. The greater number of them now attains this through alternative routes.

Credentials take centre stage

The evidence-based pathway has emerged as the most heavily used option, driven by a surge in industry-recognised credentials. During the last school year, more than 3,400 Philadelphia students—around 40% of those eligible to graduate, submitted at least one credential to meet requirements. For many, credentials served as the primary qualification rather than a supplementary one.


District officials say credential offerings are shaped by student interest and employer demand, drawing from a state-approved list and local industry recommendations. Supporters argue that this approach better reflects labour market realities and validates practical skills for students not bound for four-year colleges.

Rising diplomas, unresolved academic signals

Philadelphia’s four-year graduation rate climbed to more than 77% in the 2023–24 academic year, the highest level in recent district data. Studies have shown repeatedly that having a high school diploma has a positive impact on lifetime earnings and health; thus, the milestone is significant.

Meanwhile, academic achievement in the Keystone exams has taken a different path. Passage rates in English literature, algebra, and biology have been low and flat, with less than one-third of students meeting benchmarks in some areas. This trend has fueled debate over the value of this diploma.

Background of the problem

In today’s globalized economy, having industry-valued credentials cover a broad spectrum, including healthcare and trade skills, as well as some basic work skills. Researchers do not consider all education credentials to be of equal economic value, suggesting some credentials can result in unstable or low-paying careers.

The lack of public data complicates assessment. Neither the state nor the district releases detailed information on which credentials students most frequently use or how those credentials translate into postsecondary outcomes, leaving families and policymakers with limited insight into their long-term payoff.

Readiness still an open question

State officials and research partners acknowledge that tracking students after graduation remains difficult, making it challenging to link specific pathways to college persistence or employment outcomes. Analysts working with the district are beginning to examine pathway use, but they stress that determining the policy’s true impact will take time.

Pennsylvania’s graduation reset reflects a broader national move away from test-centric definitions of success. The approach has expanded access and reduced reliance on a single metric. Whether it has strengthened preparation or merely softened the threshold for completion is a question that Philadelphia, and the state, has yet to answer.
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