At BASE High School, preparation for the June 2026 state exams is taking place within a context of academic transition, marked by significant adjustments to the curriculum. As Ms. Algenio, a mathematics teacher at BASE, explains: “June 2025: 554 exams ordered; June 2026: 461 exams ordered. The overall percentage is lower this year than last year due to the introduction of two new state exams last year (Life Sciences: Biology and Geometry). These courses also enabled some students to pass these mandatory exams last January.”
This statement highlights several key points. First, the decrease in the number of exams ordered between 2025 and 2026 does not necessarily reflect a decrease in the number of students, but rather an evolution in educational pathways and exam requirements. The previous year, students had to take exams that were being phased out to allow for the establishment of equivalencies between the old and new systems. For example, if you passed the old Life Sciences exam, you were exempt from the new Biology exam. In 2026, the situation appears to stabilize, with exams such as Algebra 2 and Physics playing a central role in obtaining the diploma, particularly within the “+1” option. According to the New York City Department of Education, students must achieve a score of 65 or higher on five Regents exams to earn a Regents diploma. These exams include the English Language Examination (ELA), a mathematics exam, a social studies exam, a science exam, and any additional Regents exams, or another state-approved option. Furthermore, certain curriculum adjustments, such as the absence of geometry this year, directly affect the exam distribution. These exams, which are an integral part of the New York State education system, are required to complete certain courses and earn a high school diploma.
Students at BASE High School experience these assessments in different ways, depending on their academic abilities, stress management, and personal organization. For some, these exams are a source of apprehension, as they are seen as a crucial test of their mastery of the subjects covered during the school year. Gnila Keneme, who plans to graduate, is nervous about her upcoming US history exam. “I feel like it’s going to be difficult and that I’m not going to pass. I’m revising by practicing multiple-choice questions and essay writing. You can go to Google or Khan Academy and type ‘US history practice.’” Sophomore Romerson Lamandieu says, “I already know I’m going to do well in world history. I’ve been practicing.” However, he is less confident about his upcoming algebra 2 exam. Others, more confident, see them as a mere formality. “I’m taking the Algebra 2 exam,” says Troy Lewis, who will be entering her junior year. “I think [I’m confident] because I took the Advanced Pre-Calculus course last year, so Algebra 2 is pretty easy. Plus, I’m good at math.” Regardless of their attitude, preparing for Regents exams involves a variety of academic strategies. At BASE High School, teachers provide individualized support through intensive review sessions, practice exercises, and mock exams. In addition, students are encouraged to develop time management techniques, review their lessons regularly, and identify specific areas where they are struggling.
Nevertheless, the pressure remains palpable for everyone, as these exams are crucial for obtaining a high school diploma. This is why some students at BASE High School adopt a methodical approach to their preparation. The school organizes intensive revision sessions, often supplemented by extra classes after school hours, and teachers play a vital role in identifying each student’s weaknesses in order to help them overcome them.
Students who failed the Regents exams on their first attempt are encouraged to improve their study methods to succeed on the retake. Houssainatou Diallo, a senior at BASE High School who will be retaking the Regents American History exam in June, explains: “Since I’m not enrolled in that course this year, I’m balancing my regular studies with my Regents exam preparation by dedicating 30 minutes each day after school to reviewing. I focus on practice exercises and revision notes to ensure I have a thorough understanding of the material. I stay organized by carefully filing all my study materials. This way, I can keep up with my classes while preparing for the exams, without getting overwhelmed by stress.” Her choice to prioritize practice exercises and revision notes highlights her commitment to active learning methods, which allow her to better grasp the key concepts required for the exams. Her focus on rigorous organization reflects her desire to minimize the risk of confusion and wasted time. Finally, Houssainatou stands out for her stress management skills. She explains that by maintaining an organized and structured routine, she manages to prepare effectively for her exams while remaining calm and focused. She sincerely hopes that this discipline will allow her to achieve the academic success she aspires to. Aware of the demands and pressure associated with exams, she also considers this study method essential to her mental well-being.
In conclusion, the preparation for the Regents exams at BASE High School reveals a diversity of perceptions and strategies among the students. While some feel considerable pressure given the importance of these assessments, others approach the exams with more composure, favoring methodical and structured preparation. Ms. Uggerholt, a new teacher at BASE High School, says: “I hope most of my students will do well. At the moment, they aren’t doing much work outside of class. If they keep up in class with their notes and exercises, most will manage. Some students may succeed if they work more after the spring break. However, I am nervous because this is my first year here and I don’t yet have a good idea of the level of BASE students in the Regents exams.” She expresses optimism mixed with a certain apprehension. This concern may stem from the teacher’s unfamiliarity with students’ study habits and their ability to study independently outside of class. This highlights the challenges the teacher faced during her first year at BASE, particularly managing a demanding examination system and the varying levels of student engagement. It also underscores the need for constant adaptation and monitoring throughout the academic year to enable each student to optimize their exam preparation. However, thanks to rigorous academic guidance, targeted revision, and effective time management, students are able to overcome the academic and emotional challenges associated with these exams. Thus, the success of BASE high school students relies not only on their personal commitment but also on the ongoing support of their teachers and the collaborative spirit that prevails within the school. Exam preparation at BASE high school demonstrates a strategic adaptation to new academic requirements while taking into account the specific needs of students preparing for graduation.
