학업성취율 없는 고교학점제는 가능한가: 이수 기준 개편의 법적‧교육적 분석

This study examines the legal, institutional, and educational coherence of the academic achievement rate, a key element of Korea’s high school credit system, and assesses whether it can be removed from course completion criteria. The achievement rate has played an important role in implementing a standards-based curriculum and supporting students’ learning rights and supplementary instruction. The analysis focuses on three regulatory layers: the Enforcement Decree of the Elementary and Secondary Education Act, which adopts an attendance-centered completion structure; the national curriculum, which presupposes achievement standards and the achievement rate without specifying detailed benchmarks; and Ministry of Education guidelines that set a 40 percent achievement rate and attendance requirements. The findings indicate that excluding the achievement rate would weaken the standards-based curriculum framework and result in a return to attendance-centered operation, increasing risks to learning rights and educational equality, as well as causing confusion in the normative hierarchy, discretionary application of standards, weakened supplementary learning, and widened achievement gaps. Accordingly, this study proposes clarifying the core principles of the academic achievement rate in higher-level regulations while allowing flexible implementation, and suggests redesigning the attendance–achievement framework and institutionalizing minimum achievement guarantees to assess the feasibility of a credit system without an achievement rate.