The recent confusion of the State Board of Regents about whether to raise or lower graduation standards for New York’s high school students reveals as much about the courage of the board members’ convictions as it does about their concern for the welfare of students. The question before the Regents couldn’t be simpler: whether to give in to pressure from state legislators to lower high school graduation standards or to move forward, as originally planned, and raise the passing score on graduation exams from 55 to 65.

For anyone concerned about ensuring that New York’s students are well educated and prepared to enter highly competitive higher education and work environments, the answer is obvious. Why the Regents are hesitating to raise the scores for state exams, however, may not be a complete mystery: The state Legislature will decide in March whether to renew the terms of more than one-third of the 16 members of the Board of Regents.

To the joy of those who support lowering academic expectations and softening standards for New York’s students, one proposal still under consideration would allow students to graduate even though they fail one of the five Regents exams required for high school graduation. Students who come “close” to passing would be able to apply for a waiver that would give them credit for the class – after they had failed the exam at least twice and met a few other conditions. Such a plan would in effect reward students for failure and would send a clear message to students, parents, and the public that the state has no intention of actually striving to raise student achievement.

Thankfully, in a display of real leadership, Board of Regents Chancellor Robert Bennett has defended the plan to increase the passing score threshold, noting “we have to believe it’s realistic. We can’t let these kids slide or slip away. They can’t be written off.”

Mr. Bennett’s leadership – and strong stand on behalf of the state’s at-risk students – stand in stark contrast to comments offered from others involved in the debate, such as Assembly education committee member Joel Miller, Republican of Poughkeepsie, who, during a day-long hearing on the state’s graduation requirements in 2003, said, “The worst book ever written was “The Little Engine That Could” because some children can’t.”

Contrary to what the supporters of softer learning standards claim, the problem isn’t that the state tests are too tough or that kids aren’t given enough chances to pass. Regents exams are offered multiple times each year and students are permitted to retake them as many times as needed in order to pass. This gives students ample time and opportunity during their four years of high school to prepare for and pass the five required Regents exams.

What students do need to ensure their success, however, are accountability systems that are in place and working well and instructors that are well qualified. Rather than debating whether to lower the bar on New York’s students, the Regents should concern themselves with strengthening the systems that will ensure students are prepared to reach the education standards set for them.

The plan to increase the passing score on high school exams from 55 to 65 is not new, having been originally adopted in 1996. Nearly 10 years ago, the Regents called for raising standards in New York by eliminating the lower “local diplomas” and increasing the passing score on Regents exams scheduled to begin with the class of students entering ninth grade in the 2001-02 school year. Unfortunately, but perhaps not unexpectedly, the Regents already have postponed the scheduled increase multiple times. It now is time to move forward.

Current education research has shown that graduation requirements across the country are far too weak and fail to adequately prepare students for college and the workforce. Research from New York’s own State Education Department has found that so-called high-stakes exams have the effect of leading to higher student academic performance.

And so, to repeat, the answer is obvious: Raise the bar.

The Board of Regents has a chance to reverse the tacit support it has given in the past to soft standards. Supporting the call from their leader, Mr. Bennett, the Regents can send a strong signal to state legislators, parents, and schools that they are serious about raising academic standards and that they believe in the potential of all of New York’s students.

Mr. Brooks is a senior research associate at the Foundation for Education Reform & Accountability.