Dinowitz asks DOE about rigor of Seal projects

Okay.

I want to stay with that and talk about

The projects, first of all, when we met with principals and teachers, they were very pleased with the way that the office runs and that you have these sample – it's not just you guys –

that you have these sample projects, things that are vetted and accredited.

I– Ms.

Fine, in your testimony, you had said–

that

These pathways are varied, and learning demonstrated by SEAL recipients may not be uniform in content, depth, or alignment with a particular college course.

And that touches on some of the concerns we have about the portrait.

Not its alignment to a specific course, but its content, depth, and alignment.

And alignment with a curriculum.

Can you speak to the content and depth, and I'll use the word rigor as well, of these projects?

Are they all of the same rigor?

So the handbook lays out the commencement level standards that every project is supposed to align to.

And then the accreditation process and the rubric that goes for each project demonstrates how that project would align to those commencement level standards.

And so I think, you know, connecting it back to what you were talking about in terms of a portrait of a graduate, that maybe the pathway to the standpoint.

can vary, but the actual demonstration and application of standards, knowledge, and attributes is going to be the same level based on that project.

But those projects might look slightly different given the context of a school.