We recently did a post on extending the school year which I closed by saying that this would be of special benefit to the better students. There was quite a lot of response to this post and a number of readers asked why I added that last sentence. They wondered why it wouldn't also benefit the weaker students to have a longer school year.
Well, I'm not convinced that it would. In fact, I've long felt that we overschool weaker students, particularly those in the bottom fifth of their class. Indeed, I've advocated, not that anyone has paid any heed, that the state institute a two-tiered graduation that would allow students who feel unsuited to an academic setting to graduate after their sophomore year in high school. Here's why:
Research has shown that students in the lowest ranks of their class who persevere through their senior year learn no more than similar students who drop out after tenth grade. The additional two years of schooling turned out to be of almost no academic benefit to those who opted for them.
This finding will come as no surprise whatsoever to teachers who wear themselves out daily trying to motivate these particular students, but it does raise a question:
If these youngsters are unlikely to add significantly to their knowledge base in their last two years of school, and if it is the case, as some observers suggest, that many, perhaps most, of the jobs of the future are going to require unskilled workers, why do we expend so much effort and treasure trying to keep these kids in school for twelve years as if there was something magical about the number twelve?
Part of the answer, of course, is that a diploma generally opens more opportunities than are available to a high school drop-out, but if so, it might be much more to the benefit of these youngsters if schools offered two kinds of diploma.
Students who elect to remain in school through their senior year, perhaps 85% of an incoming freshman class, would be eligible for one type of diploma while students who choose to graduate after the successful completion of tenth grade would receive another.
A two-tiered graduation, similar to those found in some European countries, has a number of advantages:
1) Apathetic ninth-graders who often harbor a dread of having to endure four more years of schooling might be motivated to work a little harder if they knew that by so doing they can receive a diploma after less than two more years of effort.
Indeed, it's not inconceivable that the prospect of early graduation might spur some of these students to improve their academic work, their attitude, and their attendance during their freshman and sophomore years thus helping them to draw more benefit from these two terms alone than they would get were they to just hang on until they either drop out or eke out a traditional diploma.
2) Students who wish to attend a post-secondary trade or technical school but who would likely be defeated by two additional years of academic courses would be able to bypass these and get on with the vocational education that will eventually be of most use to them. Public schools might even wish to restructure their tech-ed programs to accommodate these graduates.
3) Kids who remain in school but who don't really want to be there are usually the most disruptive. The prospect of a tenth grade graduation gives them an incentive to improve their conduct while simultaneously providing a means of easing the frustrations that often lead to undesirable behavior.
4) Schools which are caught between the desperate need for additional space on the one hand and tight budgets on the other would obtain some measure of relief if every year a percentage of the sophomore class - and perhaps even some juniors - were to choose to graduate.
5) Those who might otherwise choose to drop out of school with nothing to show for the time they spent there would now have hope of obtaining a diploma which would reflect a modicum of achievement and confer some measure of dignity.
And, of course, some students who take advantage of early graduation might wish later to acquire a regular diploma. They could be allowed to return to school, motivated, perhaps, by an enhanced appreciation of the value of, and a new desire for, an academic education.
Early graduation could be immensely helpful for precisely those students who invariably benefit the least from traditional education. If keeping them in school until twelfth grade doesn't really help them, let's do something for them which might.
RLC
