Via ABC reporter Chuck Goudie’s Facebook page.
Via ABC reporter Chuck Goudie’s Facebook page.
RealClearEducation fondly recalls Fast Times at Ridgemont High, a “ridiculous and also a dead-on encapsulation of high school angst.”
High schools are “long overdue for more customization,” writes RCE. Technology can help via “badging and competency-based education” — if policymakers and educators accept that “there is nothing sacred about the four-year traditional high school experience.”
We’re supposed to reinvent ourselves, as Jeff Spicoli said:
What Jefferson was saying was, Hey! You know, we left this England place ’cause it was bogus; so if we don’t get some cool rules ourselves – pronto – we’ll just be bogus too! Get it?
What can Fast Times tell us about high school reform? asks Eduwonk.
High school is a bit easier than it used to be, but the rest of life is a lot harder, writes New York Times columnist David Brooks. He’s been reading UCLA’s latest survey of college freshmen.
In 1966, only about 19 percent of high school students graduated with an A or A- average. By 2013, 53 percent of students graduated with that average.
The grades are higher even though, for many, the workload is lighter. As late as 1987, nearly half of high school students reported doing at least six hours of homework a week. By 2006, less than a third of all students reported doing that much work.
By the first year in college, students are worried about college costs and payoffs. They’re much more likely than earlier generations to see college as job training, writes Brooks.
In 1966, only 42 percent of freshmen said that being well-off financially was an essential or very important life goal. By 2005, 75 percent of students said being well-off financially was essential or very important.
“Developing a meaningful philosophy of life” was a priority for 86 percent of first-year students in 1966. Now, less than half say that’s essential or very important, Brooks points out. “In the shadow of this more Darwinian job market, it is more acceptable to present yourself as utilitarian, streamlined and success-oriented.”
The high school graduation rate hit 80 percent in 2012, according to the U.S. Education Department. If progress continues, the four-year graduation rate could reach 90 percent by 2020.
Graduation rates increased 15 percentage points for Hispanic students and 9 percentage points for African American students from 2006 to 2012, with the Hispanic students graduating at 76 percent and African-American students at 68 percent, the report said.
Fewer students attend “dropout factories” — schools that graduate less than 60 percent of students.
High school is serious business overseas, say U.S. students who’ve studied in Korea, Finland and Poland. PBS NewsHour interviews the three students featured in Amanda Ripley’s The Smartest Kids in the World: And How They Got That Way.
Eric: The biggest positive difference that I took away was that in Korea people have a very palatable sense of how education affects their lives and how it affects their future. People understand that how you do in school, what you do, has repercussions for how successful I am and my opportunities going forward.
But, at the same time that sort of mentality ties into a huge pressure system, where students are really encouraged to just do well on tests so that they have high numbers, go to a good school, and do perhaps, something that makes a lot of money, something prestigious, not necessarily something that they are interested in.
Finnish teachers rely mainly on lectures, said Kim. “There weren’t a lot of assignments during the semester until the end when you did exams in the form of essays.”
Tom: In Polish high school the students took their education much more seriously than American high schoolers do. They considered it unpleasant for the most part, but an extremely necessary duty. People didn’t really have identities besides being good students. There wasn’t really a gauge of success outside of doing well in school, unlike high schoolers here where you can not be the best student, but if you are a really great athlete you can be recruited to a school … But there was none of that in Poland it was entirely academic.
All three countries provide alternatives to college prep. Polish students decide at 16 whether they want to attend an academic high school or start vocational training. Nearly half of Finnish 16-year-olds choose the vocational track. In Korea, 20 percent are in vocational high schools.
Mark Twain’s Huckleberry Finn is too difficult for high schoolers, argues Kent Oswald in Education Week Teacher. He fears it will ruin “teens’ potential interest in serious reading.”
. . . during and after their two-chapter-a-night, test-in-three-weeks slog through The Adventures of Huckleberry Finn, few high schoolers gain any sense of why Twain is revered, understand what the book is even about, or have their thinking changed by absorbing how differing contexts have made the tale controversial from its time through today. . . . Potential barriers for teen readers include Twain’s use of highly colloquial period-speech and subtle subversion of the religious and slaveholding conventions of his contemporaries, not to mention some highly dense sections. So where is the rationale for forcing teens to read a book whose story is more or less simple but whose context is more complex than most of them are prepared for?
Twain wrote more accessible books and short stories, writes Oswald, who is described as a freelance writer with a master’s in teaching who works (doing what?) “in the White Plains, N.Y., school system.”
In the comments, several teachers say their students enjoy Huck Finn and the discussions it fosters about race.
Yes, I was a precocious reader, but I first read Huckleberry Finn in elementary school. When Huck thinks he’s sinned by helping Jim and decides he’ll willing to go to hell for it . . . I got it. I can’t believe high school students –with a teacher’s help — can’t understand it. At the end, Tom Sawyer says nobody was killed in a steamship accident, then says a slave died. That shocked me. But I got it.
A new documentary, I Learn America, follows five immigrant students at Brooklyn’s International High School at Lafayette.
Urban high school newspapers are folding, reports the New York Times. Fewer than one in eight of New York City’s public high schools reported having a newspaper or print journalism class and many of the surviving newspapers publish only a few times a year. Some exist as online publications or blogs.
Nationally, nearly two-thirds of public high schools have newspapers, according to a 2011 media study, but urban, high-minority schools are the least likely to have a newspaper.
Even the World Journalism Preparatory School, a public school in Queens that teaches its 600 students to use journalism skills to explore the world around them, has struggled to find a way to support the school paper, an experience the principal said provided a valuable real-world lesson about the industry. This year, the school eliminated financing for the paper after repeatedly telling students that it could not afford to indefinitely pay $10,000 a year to print it. The students, after failing to sell ads, opted for an online paper.
As funding is shifted to college-prep classes, school newspapers are turning to bake sales and PTA appeals to stay afloat.
In the Bronx, The Clinton News has published though the Great Depression, two world wars, school budget cuts and a spell in the 1990s when it looked as if it might go under. The school’s alumni have raised tens of thousands of dollars to help cover printing costs, buy new computers and software, and upgrade the pages to color.
Still DeWitt Clinton may close. It’s received an F grade for the past two years from city education officials.
When I started on my high school newspaper, it had just been cut from weekly to every-other weekly. My daughter was editor of her high school newspaper, which came out monthly. I’d much rather see school newspapers go online and be updated frequently than turn the school newspaper into a once-a-semester ink-on-paper leaflet.
I volunteer for Mosaic, a student journalism workshop run by my friend and former colleague Joe Rodriguez. Joe is trying to adapt Mosaic to fit the changing nature of high school journalism.
Winning a charter high school lottery in Boston leads to higher SAT scores, especially in math, and increases students’ odds of qualifying for a state-funded college scholarship, concludes an MIT study, Charter Schools and the Road to College Readiness. Charter students take twice as many AP exams and are more likely to pass AP Calculus. They’re more likely to pass the state graduation exam on their first try and to enroll in four-year colleges and universities instead of community colleges.
Lottery winners who attended for as little as one day were compared to similar students who’d tried to get into a charter but lost out in the lottery.
“Because of the age of charter schools in Boston, it is now possible to examine the long-run effects of attending a charter high school in Boston,” said Parag Pathak, co-author of the study and Associate Professor of Economics at MIT. “Our results suggest that attending a charter high school increases the rates at which students pass the MCAS, boosts students’ SAT scores and AP participation rates, and, perhaps most strikingly, raises the likelihood that they will attend a four-year college.”
The study also found that attending a Boston charter school “markedly” increases the rate at which special education students pass state competency exams.
Charter students are less likely to earn a diploma in four years; some need more time to meet school standards. Within six years, 82 percent of charter school students graduate compared with 78 percent of the control group.
The charter schools in the study received slightly less per-pupil funding than traditional public schools.