Differentiated Diplomas

I often wonder if a partial solution to helping colleges, trade schools, and employers determine the worthiness of students for their programs and businesses is the diploma itself. I anticipate my solution will not be popular among certain groups, but I do think it could eliminate some of debate over assessing student backgrounds and achievement.

My rough idea for four diplomas, which I would probably color code rather than officially name:

1 - The first diploma would be one where the student took the most rigorous coursework available, essentially an honors diploma for most students. Students could have their coursework scored on a points basis, and if enough points are earned then they would receive this diploma.

2 - The second diploma would be for students who took the mainstream ("normal" or typical) courses available to them when they have not earned enough points for the first diploma.

3 - The ELL (ESL) diploma for students who took a number of sheltered or ELL courses rather than reaching the basic standards or taking the basic course load of the mainstream student.

4 - The special education diploma for students with a large number of special education courses as part of their academic course loads. If the special education courses were merely support for the mainstream courses, then the second diploma would be earned.

These are just rough thoughts but make me wonder if it could be a potential assistance to determining or assessing student achievement. It may even lead to the elimination of the vast monies spent on testing and instead spent on more direct means of assisting students.

Just an idea I think about from time to time.

Higher Standards

An editorial supports raising the bar for students graduating from high school. Graduating seniors often take remedial coursework as freshmen in college and the low percentages of minorities applying to four-year universities are some of the pieces of evidence used to support this position.

While I, too, would like to see students better prepared for university life and coursework, I also see some concerning factors not discussed.

I firmly believe that elective courses often keep students in school and reveal to students their passions. By increasing the number of core classes (according to the article: "English, math, science, social studies and language") students take, the number of electives available to them would decrease.

Also, the public and school officials must be prepared for failure rates to rise initially. In any system when standards are raised, a period of time ensues where success levels drop and then they begin to recover. However, success rates may never reach previous levels.

Academic success is a social and community dilemma. The increase in single-parent households, the attitudes about school, the socio-economic status of households (the issue of poverty in general), and more affect student achievement.

It seems as though every solution to perceived academic shortcomings is conducted entirely within the schools, even though numerous factors outside of the school setting greatly affect student success--arguably even more so than what occurs within the classroom.

Should They Walk?

In Wenatchee, a town with a single high school of 2,100 students, the school board will decide whether or not seniors may walk during the graduation ceremony if they have not passed the WASL, the state's test required for a diploma.

In the state of Washington students must complete and pass the required courses, complete a culminating project, and pass the three sections of the state test (the WASL). If a student does not complete all three of these requirements, a diploma will not be earned.

I think the school board should first decide the purpose of the graduation ceremony. Is it simply an all-inclusive ceremonial function for all seniors, or is the ceremony a recognition of accomplishment involving only those receiving a diploma?

The potential difficulty I see arising is if students may walk during the ceremony without having completing all three requirements, which ones should be waived for ceremony participation? Is the state test the one to be set aside for participation? If so, why not the other two?

Currently, 100 seniors (about 20-25% of the senior class) would not be allowed to walk. This could be embarrassing for the students and the school. I guess we'll see how serious individual schools and districts are about holding students entirely accountable for their successes and failures.

I hope the Wenatchee school board decides to allow all to participate or only those meeting the graduation requirements.

Better Late Than Never

I'm not a fan of country music, but I especially don't enjoy the promotion of ignorance as in Gretchen Wilson's "Redneck Woman." However, I really admire her for deciding to get her high school diploma.

I watched This Week with George Stephanopoulos this morning, and Gretchen Wilson explained that she now wishes to earn her diploma because of her daughter. She realizes the long shot her success is and realizes now she would have "tended bar" for the rest of her life because she wouldn't have had an education. She wants her daughter to see her as "smart."

Now I don't believe a high school diploma is the cure-all she makes it out to be because the same program this morning also explained that 25 years ago the difference in one's income with a college degree versus a high school diploma was 30%. Now that difference is 70%. I know Wilson wasn't speaking about economics when she spoke of her daughter, but the disparity is growing, and I hope Gretchen Wilson encourages her daughter to attend college rather than rely on the diploma.

By the way, Wilson also offered the local high school a deal. If the high school officials allow her to walk during the graduation ceremony, she will play at the prom for free. Sounds like a good deal to me.