High schools require too many subjects -- and too little competence

To earn a high school degree in Illinois in the '60s, I needed three years of English, two years apiece of math, science, social studies and a foreign language -- and four years of gym class. Why? "The PE teachers have a good lobby," my father said.

To get into a "good" college, I took more of everything, except for science. But I had time my senior year to take Great Books, Philosophy (taught by a college professor), Politics of Change (created by a brilliant social studies teacher), as well as AP English and Journalism (putting out the newspaper). And PE. I had to negotiate an exemption to the requirements -- I refused to walk on the balance beam -- in order to graduate. (A friend got into college after three years of high school with very high SAT scores, and I threatened to do the same.)

It's time to rethink high school graduation requirements, writes Fordham's Michael J. Petrilli.

Requirements "are too lax, with pass-the-buck 'credit recovery' programs and conflicting adult priorities making it easier than ever for barely-literate students to get diplomas," he writes. They're also "too restrictive, especially for students pursuing career and technical education. Students are required to spend so much time on traditional college-prep courses (English, math, foreign languages, etc.) that they have little time for career classes or apprenticeships that fit their interests.

Legislators keep adding new requirements "from ever-expanding health courses to coding to financial literacy, and on and on," Petrilli writes. They can't resist.

California added an "ethnic studies" mandate, which turned many districts turned into a class on anti-Zionism ("settler colonialism"). The governor and legislators are quietly killing the mandate by leaving it unfunded. Economics -- often taught badly -- also is required.

Petrilli suggests starting from scratch, an academic version of zero-based budgeting. Set up state commissions to decide what classes -- or perhaps competencies -- must be required, and what should be optional.

"These commissions shouldn’t be afraid to set different mandates for students planning to matriculate into traditional higher education versus those gunning for career and technical education, he writes. Perhaps only college-bound students need to go beyond Algebra I or English II. (If they had to actually learn the subject matter, as measured via end-of-course tests, many would need more time to show mastery.)

"Coding for all" mandates are probably obsolete, "given AI’s ability to outperform humans at low-level coding tasks, Petrilli suggests. "Commissions might question foreign language requirements, given the rapidly improving translation abilities of smartphones and connected earbuds, plus America’s lackluster record of effectively teaching foreign languages."

College requirements would push some students to go farther. But most students aren't aiming at selective colleges.

Tennessee may require only one year of a "world language" to give students time for other subjects, such as technology or coding, reports Melissa Brown for Chalkbeat.

Bob Eby, chair of the state board of education, is proposing the change. Tennessee currently requires two credits in a world language and one in computer science as part of the 22 credits needed for a diploma.

I'd like to see schools require fewer courses and more tests. Figure out what reading and writing skills are required for success at the college level and what is essential to train for a skilled job. Do the same for math and science. Once students pass at the level that matches their future plans, they can go on to advanced work. The civics and U.S. history test should be geared to what all citizens should know. Make all other courses -- including PE -- electives.

Our education system has become profoundly dishonest. Inflated grades tell students they're doing well when they're not. Counselors say, "Test scores don't matter," when they do. Parents who aren't well-educated are fooled. Tests are the only way to turn it around.