If our students are to be prepared for the rigors of college and the workplace, high school curricula must be toughened. That's Governor Taft's thought, and he has a plan (the Governor's Core Initiative) to do just that. You?d think all Buckeyes would agree.
Surprise. Taft’s efforts to improve curricula have met resistance from some in the General Assembly; the president of the Ohio Federation of Teachers (OFT), Tom Mooney; district leaders across the state; and various others in the education establishment. Some seem more concerned with scoring political points against a lame-duck governor, than ensuring our high schools produce students ready for life post-graduation.
The critics’ complaint? Much more money will be needed to pay for more teachers to lead the more-rigorous coursework. Never mind that state education funding in Ohio has increased 56 percent since 1999 in real dollars, while class sizes have remained mostly steady at an 18-1 teacher to pupil ratio. And if significant spending doesn’t happen? According to Mooney, "You would definitely see a very high failure rate, and would definitely see a bump upward in the dropout rate."
Fortunately, Governor Taft has more faith in Ohio's educators and students than these naysayers. Unfortunately, he only has an 18 percent approval rating with Ohio’s voters. That said, the governor has evidence to support his position. In Massachusetts, for example, the percentage of young people passing state graduation tests has steadily improved since high schools re-doubled their efforts to help students and this was done through only modest increases in spending. And in Alabama, a state Department of Education reports that fewer students have dropped out since the state implemented more rigorous graduation requirements.
Finally, a recent survey of 467 high school dropouts commissioned by the Bill & Melinda Gates Foundation actually points to low expectations as a reason that some students don’t finish school. Nearly two-thirds of the students surveyed said they would have worked harder if expectations had been higher. The report, presented by Civic Enterprises, a Washington D.C. research firm, found that most of the dropouts interviewed had grade point averages of “C” or higher when they left school. Nearly half said their classes were not interesting. In short, students dropped out because they were bored and uninterested, not because they were overly pressed by academic demands.
Because it is so important that our graduates be adequately prepared to meet the challenges they are sure to face, we need to ensure that the Governor’s Core Initiative is successful. And there is some work to be done:
First, we need more emphasis on science, especially among younger children. The laser-like focus that math and reading are receiving thanks to No Child Left Behind has left science (and other subjects such as history, civics, art, and music) all but ignored. To reverse this trend, we should hold schools accountable for making Adequate Yearly Progress (AYP) in science.
Second, students require quality instruction in courses such as biology, physics, and chemistry. For this reason, Ohio needs to recruit and train new science teachers who can deliver. One way to accomplish this is to make teaching more appealing to mid-career professionals. Allow subject experts into the classroom now; don’t make them wade through a year or more of classes about teaching before they earn a credential. These courses can be taken while teaching. A good model is the federal government’s proposed $40 million “Adjunct Teacher Corps.” This program would allow scientists and engineers to teach a few hours a week in school classrooms without receiving traditional teaching certificates. Moreover, school districts should be freed from collective bargaining agreements so that they can offer signing bonuses and performance pay to math and science teachers. Districts need flexibility in hiring. Another important avenue to explore is communication technologies. Quality math and science instruction can be delivered through computer-based programs.
Finally, we need to re-examine our state standards, curriculum, and assessments in those areas where we want additional coursework. The curriculum must be rigorous, relevant, and aligned with state standards so students are taught what they need to know. A recent federal study, “The Toolbox Revisited” (see below), cautions states against “watering down these courses as more students are required to take them.” (Click here to view recent reviews of Ohio’s math and science standards by the Thomas B. Fordham Foundation.)
Governor Taft has taken the first step toward ensuring that Ohio’s high school graduates have the math and science courses they need to be productive citizens. Figuring out how to implement this vision is the next step. Our children are counting on us to stop making excuses and figure out how to deliver an education that works. This means moving beyond the tired old cynicism that permeates far too much of public education, and taking new approaches to delivering quality math and science programs to all of the state’s high school students. If we can’t figure out how to do this Ohio will simply continue to fall further behind (least we forget Ohio ranks 49th in job creation behind only Michigan) our economic competitors.
Relevant Reading:
“Some kids say schools are plenty tough now: Taft’s plan to strengthen requirements might add to existing struggles,” by Jennifer Smith Richards, The Columbus Dispatch, February 26, 2006
“Teachers fear dropout rate increase: Taft’s plan for math, science requirements worry educators,” Associated Press, February 26, 2006
“Dropouts say their schools expected too little of them,” by Greg Toppo, USA Today, March 1, 2006
“The Toolbox Revisted: Paths to Degree Completion From High School Through College,” by the U.S. Department of Education, February 2006