As a conservative, I hate to see anything run out of Washington. As a teacher, I particularly despise federal mandates in the realm of education, because all too often they are based upon pie-in-the-sky theories that bear little relationship to what actually goes on in the classroom.

However, might it not be a good idea to set a clear standard for what students should learn in high school, so that a diploma actually means something? Right now, it really does not, for core classes are not necessarily rigorous.

It's no secret to most high school students that taking the required courses, getting good grades and receiving a diploma don't take much work. The average U.S. high school senior donning a cap and gown this spring will have spent an hour a day on homework and at least three hours a day watching TV, playing video games and pursuing other diversions.

This is sometimes a surprise to adults, particularly state legislators and school board members who thought that by requiring a number of courses in English, math, science and social studies they had ensured that students would dig in and learn what they need to succeed in college.

Guess again, says a new study, "Rigor at Risk: Reaffirming Quality in the High School Core Curriculum," by the Iowa City-based testing company ACT Inc. "Students today do not have a reasonable chance of becoming ready for college unless they take a number of additional higher-level" courses beyond the minimum, the report said. Even those who do, it concluded, "are not always likely to be ready for college either."

Using research on the college success of students who took the ACT college entrance test, and comparing their test scores to their high school records, ACT researchers found that many core courses were not carefully constructed or monitored and that students often received good grades in the core courses even if they didn't learn much.

State requirements also leave something to be desired, the report said. More than half of states do not require students to take specific core courses in math or science to graduate. Many students pick up diplomas having taken "business arithmetic" rather than geometry or "concepts of physics" rather than a physics course with labs and tough exams.

let's set a rigorous standard nationally for education -- with course expectations that actually teach the important concepts that prepare a student for college or the work world. Furthermore, let's mandate a sequence that makes sense, and that will allow a student to move from district to district, and from state to state, without having their academic credits become a complete hash that delays graduation.

Posted by: Greg at 03:28 AM | Comments (1) | Add Comment
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