Jump From a Rowboat to See Newton’s Third Law

The concept of “self-esteem” became a part of U.S. education at least 10 years ago. The thinking held that if kids feel good about themselves, they’re more likely to be comfortable at school, and thus become better learners.

The concept has some validity, but the mindset may also be responsible for a disconcerting trend of relaxing academic standards, including a shift to offering easier core courses in math and science, at high schools around the country.

A new study is sounding a warning about high school academics, as more high school graduates reportedly are not fully prepared for the demands of college.

However, before losing faith in the future of American education, it’ s important to note an encouraging development in Maine. A seven- state program, which included Maine, was quite successful in encouraging interest in Advanced Placement courses. In other words, this a bad news, good news story.

The discouraging U.S. report on low-performing students is called “Rigor at Risk: Reaffirming Quality in the High School Core Curriculum.”

“Rigor at Risk” found that more high school students are less prepared for college-level study, even though they had taken what seemed an appropriate number of core courses. According to the study, only 26 percent of the students tested were ready for entry- level college courses in the four areas of English, math, reading and science.

So what’s going on? Apparently, the study says, many high school students are not being exposed to a curriculum that is tough enough to prepare them for college.

Clearly, some new thinking to advance higher standards is needed. Schools in Maine can certainly examine their curricula content, but may also have to examine if they are promoting an atmosphere of high achievement.

That issue has been a sticking point in Portland recently. Over the last half-year, the city School Committee waffled on whether to weigh honors courses more heavily when calculating final grade averages.

Fortunately, the committee has leaned in favor of adding weight, but there are still a number of critics who believe a graded hierarchy based on merit is intrinsically unfair or exclusionary.

It’s not a good idea to get wrapped up in numbers is an honors course worth four, five or six extra points when compared to a college prep course? Rewards, though, are essential to promote exceptionalism. Yes, every student should have equal opportunity to do well, but it’s not productive to dilute standards so that more of them may feel like they’re doing great work. Examples in some U.S. schools, cited by The Associated Press, included a watered-down “concepts of physics” course and “business arithmetic” instead of traditional math toughies like geometry and algebra.

OK, there’s a reader out there with a hand up for a question.

“Unless youre going to be a physicist, why should you know Newton’s Third Law of Thermodynamics?” That is a tough question, and here’s one answer ? people don’t use everything they learn in real life. Lots of lessons sit in the brain for a while, then fade. However, mastery of any discipline, even if it goes unused, entails meeting a challenge and persevering. It’s about discovering what sacrifices are necessary in order to accomplish a high-standards goal.

That’ s how students should look at high school, look at college and then look at the real world. Otherwise, what’s the alternative solution – dumbing down college? That could be done, but few studies have shown that the professional demands in life are getting easier.

A certain amount of academic rigor is also critical for those who may not be traditional college-path students.

A good plumber these days ought to understand, and be able to explain, the fluid dynamics behind the Venturi tube installed on a home’s hot-water heating system. Along those lines, imagine the advancements in energy technologies – solar, wind, tidal, fossil fuels ? if builders and electricians and mechanics could apply science theory to the practical applications they encounter on the job.

Rigorous academic standards can encourage, even force, students to think beyond their current abilities.

OK, class, time for some good news. First: A recent Newsweek survey named three Maine high schools – Yarmouth, Cape Elizabeth and Bangor – among the nation’ s top 1,200 schools. Somebody ought to author a report on what those institutions, and other high-performing Maine schools, are doing right.

Second: A Portland Press Herald news story detailed the success of a seven-state program to boost student enrollment in Advanced Placement courses. Admittedly, AP courses and core curricula as discussed here are not the same thing, but both involve increasing academic rigor.

In the project, eight Maine high schools used a $500,000 grant to boost AP course enrollment. In essence, the state raised the bar, and students responded with interest – AP participation increased markedly at several of the schools.

The lesson is that many students do want to be challenged, and many will respond admirably when given the opportunity. With this kind of hard evidence, educators ought to look at how well we are challenging students, for their benefit and for the future of U.S. exceptionalism.

(c) 2007 Portland Press Herald. Provided by ProQuest Information and Learning. All rights Reserved.