District of Columbia Career Readiness Alignment | Renzulli Learning

Durable Skills · Graduate Profile · DC Career Readiness

District of Columbia Durable Skills & Graduate Profile Alignment

Q: What are DC's high school graduation requirements, and how does Renzulli Learning support them?

Per DCMR Title 5 § 2203, DC students must complete 24 Carnegie Units : 4 English; 4 mathematics (including Algebra I, Geometry, and Algebra II at minimum); 4 science (with three lab sciences, including Biology); 4 social studies (World History 1 and 2, U.S. History, U.S. Government, and District of Columbia History); 2 world language; 0.5 art; 0.5 music; 1.5 physical education and health; and 3.5 electives. At least 2 of the 24 Carnegie Units must include a College Level or Career Preparatory (CLCP) course approved by the LEA — typically AP, IB, dual enrollment, or a CTE course. All students must enroll in Algebra I no later than 10th grade. 100 hours of volunteer community service are also required for graduation. Renzulli's 40,000+ Enrichment Database supports humanities, STEM, and arts coursework; Project-Based Learning generates CLCP-aligned capstone artifacts; the Personal Success Plan documents credit progression and CLCP completion year by year; and the Profiler in 20+ languages helps counselors guide CLCP course choice based on each student's interests and strengths.

Q: What are College Level or Career Preparatory (CLCP) courses, and how does Renzulli Learning support them?

College Level or Career Preparatory (CLCP) courses are a defining feature of DC's graduation framework. At least 2 of the 24 Carnegie Units required for graduation must be CLCP courses approved by the LEA. CLCP courses include Advanced Placement (AP) courses, International Baccalaureate (IB) courses, dual enrollment with local colleges and universities, and DC CTE courses (such as culinary arts, automotive technology, hospitality, IT, or media). CLCP courses may fulfill subject-matter or elective requirements as determined by the LEA. The Renzulli Profiler in 20+ languages anchors CLCP course selection aligned to each student's interests and learning styles; the Executive Function Assessment surfaces students who need scaffolding to persist through rigorous college-level work; the Cebeci Test of Creativity measures creativity behind original CLCP capstone artifacts; the Leadership Assessment supports collaborative CLCP project work; and the Personal Success Plan documents CLCP completion year by year as part of each student's graduation plan.

Q: What are DC's Advanced Technical Centers (ATCs), and how does Renzulli Learning support them?

DC's Advanced Technical Centers (ATCs) in Ward 5 and Ward 8 are open-enrollment CTE centers where high school students in DCPS or public charter schools can enroll in two-year, four-course dual-credit pathways while remaining at their home high school. ATC pathways include cybersecurity, general nursing, clinical medical assistant, and emergency medical technician (EMT) . Students earn high school and college credit at no cost, plus industry credentials and paid internships. The Ward 5 ATC partners with the University of the District of Columbia (UDC) and Trinity Washington University; the Ward 8 ATC, launched in the 2025-2026 school year, is co-located with Whitman-Walker Health near Cedar Hill Hospital. ATC classes run five days a week with morning (8:25-9:50 AM) and afternoon (2:40-4:00 PM) sessions; transportation support is provided. Renzulli's Profiler matches students to ATC pathways aligned with their interests; the Executive Function Assessment develops the persistence behind sustained dual-credit progression; the Cebeci Test of Creativity, Leadership Assessment, and Project-Based Learning produce durable-skills evidence complementing every ATC placement; and the Personal Success Plan documents ATC progression as part of the student's graduation record.

Q: How does Renzulli Learning support DC's CTE Programs of Study and Work-Based Learning?

DC CTE Programs of Study are approved under federal Perkins V (Strengthening Career and Technical Education for the 21st Century Act) and aligned to the 16 federal Career Clusters. OSSE’s State Office of CTE manages the system through partnerships with LEAs, UDC-Community College, industry leaders, and community organizations, allocating Perkins funds to subgrantees. Work-Based Learning (WBL) options include Career Ready Internships, mentorship, industry-recognized credentials, and articulated college credit through formal agreements between OSSE and local colleges and universities. More than 75% of jobs in Washington, DC, require some form of postsecondary education — making CTE alignment essential. Renzulli's Profiler matches students to CTE pathways and WBL placements aligned with their interests; the Cebeci Test of Creativity (US Patent 12,087,176), Executive Function Assessment, and Leadership Assessment measure the durable skills behind successful CTE concentrator progression and supervisor feedback; Project-Based Learning generates WBL artifacts; and the Personal Success Plan documents CTE concentrator status — evidence districts can attach to Perkins V reporting.

Q: What are DC's Career Clusters and pathways?

DC organizes career and technical instruction through the 16 federal Career Clusters and the pathways within each, maintained on the official DC CTE portal at careertechdc.org/programs . Each cluster includes multiple Programs of Study representing common skills and knowledge for a full range of careers within that pathway. Programs of Study combine academic and technical instruction with internships, mentorship, and opportunities to earn industry credentials and college credit before graduation. Postsecondary opportunities tied to each Program of Study include dual enrollment, dual credit, articulated credit, ATC pathways, industry-recognized credentials, and AP courses. Renzulli's Profiler matches student interests, learning styles, and expression styles to cluster and pathway selection in 20+ languages.

Q: Which Career and Technical Student Organizations (CTSOs) are active in DC?

DC supports four active CTSOs across LEAs: FBLA (Future Business Leaders of America), HOSA — Future Health Professionals, SkillsUSA , and TSA (Technology Student Association). The DC Association for Career and Technical Education organizes CTSOs across the District; the annual DC CTSO State Leadership Conference brings together students from FBLA, HOSA, SkillsUSA, and TSA for technical competition, professional development, and a college and career resource fair. DC's 4-CTSO roster reflects the District's compact, urban single-jurisdiction structure — a focused but rigorous slate. Leadership, collaboration, and communication are the durable skills behind every DC CTSO. Renzulli's Leadership Assessment measures these directly. Project-Based Learning produces competition-aligned artifacts. The Personal Success Plan documents CTSO progression year by year as part of each student's graduation record.

Q: What postsecondary supports does OSSE offer DC students, and how does Renzulli Learning fit in?

OSSE coordinates a robust set of postsecondary supports for DC students. The DC Tuition Assistance Grant (DCTAG) helps DC residents pay the difference between in-state and out-of-state tuition at participating public colleges and universities. The Mayor's Scholars Undergraduate Program provides scholarships and wraparound supports. DC Futures supports adult students pursuing degrees in high-demand fields. The DC Dual Enrollment Consortium Program lets high school students earn college credit while still in high school. Bridge to College Success (in partnership with Trinity Washington University) supports newly graduated DC students transitioning to postsecondary. Articulation agreements between OSSE and local colleges allow CTE students to earn college credit through their Programs of Study. Renzulli's Profiler in 20+ languages helps students discover postsecondary options aligned to their strengths; the Personal Success Plan documents postsecondary planning year by year; and Project-Based Learning generates evidence of college-readiness durable skills.

Q: How does DC's leadership shape career readiness, and how does Renzulli Learning fit in?

DC's career readiness work is led by State Superintendent of Education Dr. Antoinette S. Mitchell, Ph.D. , confirmed unanimously by the DC Council on May 6, 2025. A native Washingtonian, Dr. Mitchell joined OSSE in 2011 as Assistant Superintendent of Postsecondary and Career Education — a role in which she oversaw dual enrollment, internship programs, the DC Tuition Assistance Grant (DCTAG), the Mayor's Scholars Undergraduate Program, DC Futures, adult literacy, youth reengagement, and CTE programs including career academies and the Advanced Technical Center. As Interim and Acting State Superintendent before her confirmation, she led the successful launch of the 2024-25 school year, with record enrollment, improved attendance, and increased graduation rates. Mayor Muriel E. Bowser nominated her. DCPS Chancellor Dr. Lewis D. Ferebee leads the District's traditional public schools; the DC Public Charter School Board (DCPCSB) oversees the District's public charter schools. OSSE is currently shaping its next strategic priorities for 2026-2030. Renzulli Learning provides standardized, exportable durable-skills evidence that complements every component of DC's career readiness framework — OSSE’s CCR work, the 24-credit graduation requirement, CLCP courses, DC CTE Programs of Study, the ATCs in Wards 5 and 8, Work-Based Learning, and the 4 DC CTSOs.

Renzulli Learning measures and develops the seven durable skills — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — that drive every DC LEA’s graduate-profile work and underpin DC’s career readiness framework, including OSSE’s College and Career Readiness work, the 24-credit graduation requirement (with at least 2 College Level or Career Preparatory courses), DC CTE Programs of Study, the Advanced Technical Centers, and Work-Based Learning.

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7 Durable Skills

Critical thinking, creativity, executive function, leadership, collaboration, communication, self-direction

4 Assessments

Profiler, Cebeci Test of Creativity, Executive Function Assessment, Leadership Assessment

40,000+

Curated, standards-aligned enrichment activities

K-12

Single platform from elementary through senior year

Why durable skills

The Seven Durable Skills at the Center of Every DC Graduate’s Profile

Every successful DC graduate — whether they leave high school for a four-year university, a community college program, an industry credential, an apprenticeship, or direct workforce entry — relies on the same seven durable skills: critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction. These are the skills employers consistently rank as essential. They are the skills that make the difference between students who finish what they start and students who don’t. They are the skills behind every local DC graduate-profile attribute — across DCPS and the District’s public charter schools alike — and they are the skills that turn DC’s career readiness framework from policy language into year-round documented practice.

Durable skills are easy to name. They are harder to measure and develop systematically across grades K-12 — especially at the District’s scale, with diverse student populations across DCPS, the public charter sector, and OSSE’s open-enrollment programs like the Advanced Technical Centers, where more than 75% of jobs in Washington, DC, require postsecondary education.

Renzulli Learning is the only K-12 platform that does both. The Cebeci Test of Creativity measures creativity (US Patent 12,087,176) — the durable skill behind every graduate-profile innovation attribute and every original capstone project. The Executive Function Assessment measures planning, working memory, and self-regulation — the durable skills behind every graduate-profile self-directed-learner attribute. The Leadership Assessment measures leadership, collaboration, communication, and work ethic — the durable skills behind every graduate-profile collaborative-communicator attribute and every one of DC’s 4 Career and Technical Student Organizations. The Profiler captures interests, learning styles, and expression styles in 20+ languages — the foundation of every personalized learning plan a DC educator builds.

Renzulli Learning is the K-12 platform that both measures and develops the seven durable skills behind every DC graduate-profile attribute. Project-Based Learning produces evidence of every durable skill in authentic work. The Personal Success Plan generates exportable summaries documenting student progression year by year. The Enrichment Database — 40,000+ curated, standards-aligned activities — develops every durable skill across humanities, STEM, financial literacy, and the arts. The result: DC LEAs get measurable durable-skills evidence that supports every component of the District’s career readiness framework — without adding to the compliance burden.

The seven durable skills Renzulli develops

Durable Skills, Defined: What Renzulli Learning Measures and Develops

Each durable skill has a specific Renzulli instrument that measures it and a specific platform feature that develops it. These are the same skills behind every DC graduate-profile attribute and every component of DC’s career readiness framework — the same skills the Cebeci Test of Creativity, Executive Function Assessment, Leadership Assessment, Profiler, Personal Success Plan, Project-Based Learning tools, and Enrichment Database produce evidence for:

Critical Thinking

Measure: Cebeci Test of Creativity
Develop: Project-Based Learning

Creativity

Measure: Cebeci Test of Creativity (US Patent 12,087,176)
Develop: Enrichment Database + Project-Based Learning

Executive Function

Measure: Executive Function Assessment
Develop: Personal Success Plan cycles + project planning

Leadership

Measure: Leadership Assessment
Develop: CTSO-aligned projects

Collaboration

Measure: Leadership Assessment
Develop: Group Project-Based Learning + peer feedback

Communication

Measure: 21st-century skills rubrics
Develop: Project presentations & portfolios

Self-Direction

Measure: Profiler + Executive Function Assessment
Develop: Personal Success Plan year-round goal cycles

Graduate profile

The DC Graduate Profile: Two Attribute Clusters & Four Supporting Framework Anchors

Across the District of Columbia, LEAs and schools have developed their own graduate-profile work describing the durable-skills attributes every graduate should embody. While DC does not maintain a single statewide Portrait of a Graduate codified in statute, two attribute clusters appear repeatedly across LEAs: self-directed learners and innovators, and collaborative communicators and engaged citizens. These two clusters — together with the seven Renzulli durable skills behind them — describe what DC graduates need to thrive.

The Office of the State Superintendent of Education (OSSE) provides a supporting framework that operationalizes graduate-profile work at the systems level: the College and Career Readiness (CCR) initiative, the 24-credit graduation requirement (including 2 CLCP courses and 100 community service hours), the open-enrollment Advanced Technical Centers, DC CTE Programs of Study under Perkins V, and Work-Based Learning programs. Together, the graduate-profile attributes and the supporting framework form a six-cluster picture — and Renzulli Learning is the K-12 platform that measures and develops the durable skills behind every cluster:

Profile Attribute

Self-Directed Learners & Innovators

Renzulli durable skills: Self-direction + executive function + creativity + critical thinking
Measure: Profiler + Executive Function Assessment + Cebeci Test of Creativity
Develop: Personal Success Plan year-round goal cycles + Project-Based Learning

Common across DC LEA graduate-profile work: understand strengths, set ambitious goals, persist through challenges, generate novel solutions, learn independently

Profile Attribute

Collaborative Communicators & Engaged Citizens

Renzulli durable skills: Collaboration + communication + leadership
Measure: Leadership Assessment
Develop: Group Project-Based Learning + project presentations & portfolios

Common across DC LEA graduate-profile work: engage respectfully across diverse audiences; act ethically in community and global contexts; lead by example

Supporting Framework

College and Career Readiness (OSSE)

Renzulli durable skills: All seven
Measure: All four Renzulli assessments
Develop: Project-Based Learning + Personal Success Plan

OSSE’s CCR work emphasizes dual enrollment, AP/IB, early college access, and preparation for postsecondary success; tracked through DC’s ESSA-aligned accountability system

Supporting Framework

24-Credit Graduation + 2 CLCP Courses

Renzulli durable skills: Self-direction + executive function + critical thinking
Measure: Profiler in 20+ languages + Executive Function Assessment
Develop: Personal Success Plan + 40,000+ Enrichment Database

Per DCMR Title 5 § 2203, students must complete 24 Carnegie Units, including at least 2 College Level or Career Preparatory (CLCP) courses approved by the LEA, plus 100 hours of community service

Supporting Framework

Advanced Technical Centers (Wards 5 & 8)

Renzulli durable skills: All seven
Measure: All four Renzulli assessments
Develop: Project-Based Learning + Personal Success Plan + Profiler

Open-enrollment ATCs offering two-year, four-course dual-credit pathways in cybersecurity, general nursing, clinical medical assistant, and emergency medical technician; partnerships with UDC and Trinity Washington University

Supporting Framework

DC CTE Programs of Study + Work-Based Learning

Renzulli durable skills: All seven
Measure: All four Renzulli assessments
Develop: Project-Based Learning + Personal Success Plan

CTE Programs of Study under Perkins V across the 16 federal Career Clusters; Work-Based Learning options including Career Ready Internships, mentorship, articulated college credit, and industry-recognized credentials

Each graduate-profile attribute and supporting framework cluster maps to durable skills Renzulli Learning measures and develops. DC LEAs can build profile-aligned durable-skills evidence today — producing comparable data across grade bands, populations, and pathways. Turning DC’s graduate-profile work from a vision statement into documented year-round practice.

DC’s framework

How the Seven Durable Skills Map to DC’s Career Readiness Components

DC’s career readiness work is led by the Office of the State Superintendent of Education (OSSE) with Mayor Muriel E. Bowser and State Superintendent of Education Dr. Antoinette S. Mitchell, Ph.D. (confirmed by the DC Council unanimously on May 6, 2025; native Washingtonian; previously Assistant Superintendent for Postsecondary and Career Education at OSSE since 2011, where she oversaw dual enrollment, internships, DCTAG, the Mayor’s Scholars Undergraduate Program, DC Futures, and CTE programs including the Advanced Technical Centers). DCPS Chancellor Dr. Lewis D. Ferebee leads the District’s traditional public schools; the DC Public Charter School Board (DCPCSB) oversees the District’s public charter schools. The framework gives every DC graduate a structured pathway from elementary through senior year to embody the durable-skills attributes named in DC LEAs’ graduate-profile work — and the seven durable skills run through every component below.

Each card below pairs a major DC career readiness component with the durable-skills cluster behind it, the graduate-profile attributes it reinforces, and the Renzulli instruments and content that measure and develop those durable skills:

All Seven

Graduation Requirements (DCMR Title 5 § 2203)

Profile attributes: Self-directed learners + collaborative communicators
Durable skills: Critical thinking + executive function + self-direction
Measure: Executive Function Assessment + Cebeci Test of Creativity
Develop: 40,000+ Enrichment Database + Project-Based Learning

24 Carnegie Units total: 4 English, 4 mathematics (Algebra I, Geometry, Algebra II), 4 science (3 lab sciences, including Biology), 4 social studies (incl. DC History), 2 world language, 0.5 art, 0.5 music, 1.5 PE/health, 3.5 electives; plus 100 hours of community service

All Seven

College Level or Career Preparatory (CLCP) Courses

Profile attributes: All graduate-profile attributes
Durable skills: All seven durable skills
Measure: All four Renzulli assessments
Develop: Project-Based Learning + Personal Success Plan + Profiler

At least 2 of the 24 Carnegie Units must be CLCP courses approved by the LEA — typically Advanced Placement, IB, dual enrollment, or DC CTE courses; CLCP courses may fulfill subject-matter or elective requirements

Self-Directed

College and Career Readiness (OSSE)

Profile attribute: Self-directed learners & innovators
Durable skills: Self-direction + executive function + leadership
Measure: Profiler in 20+ languages + Executive Function Assessment
Develop: Personal Success Plan + Project-Based Learning

OSSE’s CCR initiative emphasizes dual enrollment, AP/IB, early college access, and rigorous preparation for postsecondary success; tracked through DC’s ESSA-aligned accountability system

All Seven

Advanced Technical Centers (Wards 5 & 8)

Open-enrollment ATCs offering two-year, four-course dual-credit pathways in cybersecurity, general nursing, clinical medical assistant, and EMT; students earn high school + college credit at no cost, plus industry credentials and paid internships; transportation support provided

All Seven

DC CTE Programs of Study + 16 Career Clusters (Perkins V)

CTE Programs of Study under federal Perkins V across the 16 federal Career Clusters; partnerships with UDC-Community College, industry, and community organizations; published at careertechdc.org/programs

All Seven

Work-Based Learning + Career Ready Internships

WBL options include Career Ready Internships, mentorship, industry-recognized credentials, articulated college credit through OSSE’s articulation agreements, and partnerships with DCIA, CareerWise DC, and NAF academies

Leadership

Four DC Career & Technical Student Organizations

Profile attribute: Collaborative communicators & engaged citizens
Durable skills: Leadership + collaboration + communication
Measure: Leadership Assessment
Develop: Project-Based Learning + Personal Success Plan

FBLA, HOSA, SkillsUSA, TSA — organized by the DC Association for Career and Technical Education; the annual DC CTSO State Leadership Conference brings students together for technical competition, professional development, and a college and career resource fair

Real challenges

What DC Curriculum Directors & Career Readiness Coordinators Struggle With

These are the durable-skills-and-graduate-profile challenges we consistently hear from DC LEA leaders, school counselors, and career readiness coordinators — across both DCPS and the District’s public charter schools:

Operationalizing durable-skills development across all of K-12

The seven durable skills — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — appear in every DC LEA’s graduate-profile work and underpin every component of the District’s career readiness framework. Counselors and curriculum directors need year-round interest, learning-style, executive function, leadership, and creativity tools that map cleanly to graduate-profile attributes and produce auditable evidence of durable-skills growth across grades K-12 — not just at the senior-year capstone or CLCP-completion checkpoint.

Sustaining individualized graduation plans from middle school through senior year

DC students must complete 24 credits, 2 of them CLCP, and 100 hours of community service. LEAs often struggle to keep individualized graduation planning from becoming a once-a-year compliance form rather than a year-round, evidence-driven planning tool. Counselors need exportable interest, executive function, and creativity data that maps cleanly to credit progression and CLCP course choice and produces a coherent narrative of self-directed-learner growth across the full middle-school-through-senior-year arc.

Aligning ATC and CTE pathway selection with student-level durable-skills evidence

The Advanced Technical Centers in Wards 5 and 8 offer dual-credit pathways in cybersecurity, general nursing, clinical medical assistant, and EMT — plus DC CTE Programs of Study span 16 federal Career Clusters at high schools across the District. LEAs need stronger student-level durable-skills evidence to support pathway choice and to demonstrate graduate-profile progression as students move into specialized work. Standardized, exportable durable-skills evidence helps counselors guide informed pathway selection and helps administrators document outcomes.

Connecting students to the four DC student leadership organizations

DC supports four active CTSOs: FBLA, HOSA, SkillsUSA, and TSA. The annual DC CTSO State Leadership Conference brings students from across the District together for technical competition, professional development, and college and career networking. DC’s 4-CTSO roster is focused but rigorous — reflecting the District’s compact, urban single-jurisdiction structure. Leadership, collaboration, and communication are the durable skills behind every one of them. Counselors need year-round interest, learning-style, and strength data to guide informed organization selection at scale — turning collaborative-communicator profile attributes into measurable evidence.

Documenting durable-skills evidence for the OSSE accountability and Perkins V cycle

OSSE’s ESSA-aligned accountability work and the federal Perkins V CTE Federal Program Monitoring cycle both require documented evidence of postsecondary readiness. LEAs need standardized, exportable durable-skills evidence to support these reviews and to demonstrate equitable graduate-profile progression across student populations — producing comparable evidence across pathways, populations, and grade bands.

The platform

Eight Renzulli Learning Tools That Measure and Develop DC’s Durable Skills

Each tool produces evidence aligned to every DC graduate-profile attribute and every component of the District’s career readiness framework — OSSE’s College and Career Readiness work, the 24-credit graduation requirement, CLCP courses, the Advanced Technical Centers, DC CTE Programs of Study, Work-Based Learning, and the four DC CTSOs:

Renzulli Profiler: A strength-based student self-assessment in 20+ languages capturing each student’s interests, learning styles, and expression styles. Anchors every graduate-profile self-aware-learner attribute, every individualized graduation plan, and every CLCP and ATC pathway selection conversation across DCPS and the District’s public charter schools.

Cebeci Test of Creativity (CTC): A standardized creativity assessment (US Patent 12,087,176) producing reliable evidence of growth. Critical for every graduate-profile innovator attribute and for original capstone artifacts across humanities, STEM, and the arts.

Executive Function Assessment: Measures planning, organization, working memory, and self-regulation. Surfaces students who need scaffolding to persist through ambitious goals — the durable skills behind every self-directed-learner profile attribute and behind successful progression through the 24-credit graduation requirement, CLCP courses, and ATC dual-credit pathways.

Leadership Assessment: Measures the durable skills of leadership, collaboration, communication, and work ethic. Aligns directly with every graduate-profile collaborative-communicator attribute and with each of DC’s 4 Career and Technical Student Organizations: FBLA, HOSA, SkillsUSA, and TSA.

Personal Success Plan (PSP): Goal-setting, reflection, and exportable evidence-of-growth summaries documenting graduate-profile progression year by year. The auditable backbone of DC individualized graduation plans and counseling artifacts — complementing OSSE’s CCR planning workflows without adding compliance burden.

Project-Based Learning Tools: Structured project frameworks producing artifacts of every durable skill in authentic work. Aligns with graduate-profile innovator and engaged-citizen attributes — and complements AP and IB coursework, dual-enrollment portfolios, ATC capstones, CTE concentrator work, Career Ready Internships, and DC CTSO competition entries.

Renzulli Enrichment Database: 40,000+ curated, standards-aligned activities across humanities, STEM, financial literacy, and the arts. Develops every durable skill behind every graduate-profile attribute — and supports coursework across every content area in DC’s 24-credit graduation requirement.

21st-Century & Durable Skills Framework: Maps the seven durable skills across every graduate-profile attribute and every component of DC’s career readiness framework. The connective tissue between graduate-profile language and classroom practice.

Alignment, line by line

Durable Skills, Graduate-Profile Attributes & DC Career Readiness Components

For each major DC career readiness component, here is the durable-skills cluster behind it, the graduate-profile attributes it reinforces, and the specific Renzulli tools that measure and develop those skills:

Graduation

Graduation Requirements (DCMR Title 5 § 2203)

DC’s graduation requirements span every content area: 4 English, 4 Mathematics (Algebra I, Geometry, Algebra II), 4 Science (3 lab sciences including Biology), 4 Social Studies (World History 1 & 2, U.S. History, U.S. Government, DC History), 2 World Language, 0.5 Art, 0.5 Music, 1.5 PE/Health, and 3.5 Electives — totaling 24 Carnegie Units. Plus 100 hours of community service and Algebra I no later than 10th grade. The breadth gives every student space to develop the seven durable skills behind every graduate-profile attribute — the self-directed-learner attribute and the collaborative-communicator attribute alike.