A group of LDPR deputies is preparing to present a new bill to the State Duma on Monday. Their proposal would suspend the mandatory use of the Unified State Exam for graduation and grant students the option to choose between the Unified State Exam and traditional final exams. This plan, reported by TASS, aims to reshape the high school assessment framework while maintaining a clear path to higher education and professional training.
Under the draft legislation, students would be asked to decide between taking the Unified State Exam or traditional state exams that align with the learning standards for basic and secondary general education programs. The choice would be offered at the conclusion of secondary schooling, allowing schools to honor the preferences of families and young people who want to pursue different educational routes or careers.
The drafters pointed to several factors motivating the bill. They cited data suggesting an uptick in the costs associated with certain medications, such as sedatives and glycine, during the period when the Unified State Exam was administered in 2023. They also referenced a rise in accidents among young people connected with the exam period. By introducing a dual-exam model, lawmakers argue that the selection process for enrolling in educational institutions could become more precise, and interest in vocational training might grow as students explore alternatives to a single standardized assessment.
According to the document, the proposed changes could lead to a broader pool of qualified experts. By offering traditional exams in addition to the Unified State Exam, the system could identify different strengths and talents in students, potentially guiding them toward careers that require hands-on training or specialized technical skills. The bill emphasizes that diverse evaluation pathways may better reflect a student’s competencies, preparing a more varied and skilled workforce for the future.
The authors indicate that the law would come into force on January 1, 2028, providing schools, families, and educational authorities with time to adjust. They also reference historical surveys showing broad public interest in reconsidering or even cancelling the Unified State Exam. The draft proposal situates this reform within a wider discourse about how best to balance standardized assessment with broader opportunities for learning, personal development, and successful entry into higher education or the job market. In the broader North American context, similar conversations continue about balancing standardized testing with local control, teacher judgment, and alternative pathways to success, illustrating a shared global tension about how best to measure student achievement and prepare youth for a complex economy.