High School Curriculum Reform: a Summary of the Issues

HIGH SCHOOL CURRICULUM REFORM: A SUMMARY OF THE ISSUES

Introduction

High school curriculum reform has become a hot topic in education as, increasingly, research has shown that high schools are not adequately preparing students for college and the workplace. Drop-out rates are high, graduation rates are down, and there is a growing sense that high schools must fundamentally change traditional curriculum strategies in order to engage, retain, and train the next generation.

When the traditional high school system was developed in the early 20th century, only

10% of high-school aged students attended. High school was for the elite, and getting a well- paying job did not require a high school diploma (Wise, 2008). This is no longer the case. The modern workplace requires that students possess not only fundamental academic knowledge in math, science, language arts, etc, but skills such as critical thinking, technological expertise, and cultural competency (Nelson 2007). If the United States is to remain competitive in a global economy, it is critical that reforms begin to reshape the high school curriculum model in a way that adequately prepares students for this reality. Powerful introduction

Review of the Literature

The Problem

A synthesis of the issues surrounding high school curriculum reform must begin with the statistics that document the growing problem of unprepared students. Some recent numbers:

• Barely 30% of rising freshman can read at grade level (Wise, 2008)

• Over 1.2 million high school students drop out every year (Wise, 2008) • Over one-third of freshman entering high school do not graduate on time (Harada, Kirio,

& Yamamoto, 2008)

• 90 percent of well-paying jobs now require post-secondary education or training (Wise,

2008).

• 42% of freshman at community colleges and 20% at public four-year universities need

remedial classes in order to do college-level work (Wise, 2008)

• Employers increasingly rate students as unprepared for jobs (Nelson, 2007; Wise, 2008)

Clearly, these statistics show there is a problem with how high schools are preparing students. In order for the next generation to be prepared to compete in a global economy, it is critical that we begin to address these problems through high school reform.

Solutions

A variety of solutions have been proposed to address high school curriculum reform.

Overall, the strategies that surface frequently can be summarized by: increasing the rigor, relevance, and depth of coverage in core subject curriculum; creating flexible, personalized learning plans for students; and increasing teacher professional development to improve instruction. A brief summary of each of these ideas is provided below.

Curriculum Changes. To combat the failure of traditional high school curriculum to engage learners and prepare them for adult life, many educators have proposed that fundamental shifts in curriculum are needed. As Newmann (2006) suggests, traditional curriculum focuses incessantly on covering a multitude of subjects very briefly. Instead, he advocates a curriculum that engages students by focusing on few subjects with increased depth. By engaging students in deep understanding of only a few topics, students are engaged in higher-order thinking skills and are likely to retain more overall knowledge (Newmann, 2006). In addition, several authors discuss the value of aligning standards with the needs of employers and colleges (Nelson, 2007;

Quint, 2008; Wise, 2008). Thus, standards should also reflect the necessity of students possessing essential skills such as critical thinking, technological expertise, communication skills, and cultural competency which are critical to success outside of school (Nelson, 2007;

Wise, 2008). Finally, curriculum should be relevant and tied to students experiences and to the community (Harada, Kirio, & Yamamoto, 2008; Reisberg, 2006)

Successful models of these reforms already exist. For example, using project-based or community-service projects as a basis for curriculum is engaging and relevant to students

(Harada, Kirio, & Yamamoto, 2008; Reisberg, 2006). This approach emphasizes student ownership, collaboration, critical thinking and other essential skills. Another successful model is the career academy model (Quint, 2008). Career academies integrate rigorous curriculum with specialized occupational instruction to create students who possess both core-subject knowledge and the skills that make them successful employees. These examples can serve as guides for schools who wish to implement reform by following existing successful models.

Personalized Instruction. Personalized instructional represents a fundamental shift in how teachers and high schools approach student learning. Instead of a one-size-fits most mentality, teachers focus on individual students and design authentic, multiple assessment strategies to determine their needs. In addition, counselors and administrators develop personalized class schedules that meet both the goals and interests of students, but also prepare them for either college or a place in the workforce. This approach gives students an increasing stake in their education, fosters a sense of belonging, and forms a caring community of support and encouragement (Quint, 2008, Wise, 2008).

Techniques to implement more personalized experiences for students abound. The creation of smaller learning communities within larger schools gives students a sense of belonging to a school “family” and gives teachers more time with students (Quint, 2008; Wise,

2008). Freshman academies (where freshman stay together in small groups for core classes), family advocate systems (where 12-17 students are paired with an teacher or other adult), and the

First Things First program (students stay together in cohesive groups for all four years of high school) have been successful in keeping students engaged in school, giving individual support, and providing personalized instruction to students (Nelson, 2007; Quint, 2008; Wise 2008)

Professional Development. A final key component in changing curriculum in high schools is providing teachers with adequate support to implement changes and improve instructional strategies. Nelson (2007) synthesizes several studies that suggest that sustained, intensive models of professional development including targeted subject-matter instruction and training in hands-on pedagogy are the most likely to have an effect on instruction. Wise (2008) echoes these ideas and adds that teachers should be taught how to use technology in the classroom and to do classroom-research that can inform their practice. Ultimately, school reforms will not succeed without the support of teachers and administrators working together to improve instruction and support students and each other.

Implications for Practice

The implications of high school curriculum reform on practice will be substantial. As curriculum moves away from traditional models, it will require teachers to fundamentally change the way they teach and interact with students and each other. More rigorous curriculum and tougher standards will require teachers to be highly knowledgeable in their subject area and stay up to date with current research. More focus on relevant learning that prepares students for local jobs will lead to teachers reaching out more to find community and business partners. Multiple, authentic assessments that measure individual students’ progress generally take more time and effort to administer and grade. Research done in the classroom to inform practice likewise can be time-consuming. Smaller learning communities and personalized instruction require teachers to interact more with each other to plan interdisciplinary lessons and discuss individual student progress. Finally, new technology and pedagogical approaches will require time to learn, practice, and perfect as teachers bring them into their classrooms.

Conclusion

High School curriculum reform is necessary to prepare the next generation of students for jobs and college in a global economy. Changes in the depth and type of curriculum along with movement towards personalized instruction and increased professional development for teachers are strategies to bring about this reform. While these changes will fundamentally alter the way teachers practice their craft, a shift to more focused, engaging, and relevant curriculum should benefit students and teachers alike as we move forward in public education. References

Harada, V. H., Kirio, C., & Yamamoto, S. (2008). Project-based learning: Rigor and relevance in high schools. Library Media Connection, 26(6), 14-20.

Nelson, A. (2007). High school reform: It's about time. Infobrief(48).

Newmann, F. M. (2006). Can depth replace coverage in the high school curriculum? In F. W. Parkay, E. J. Anctil & G. Hass (Eds.), Curriculum planning. A contemporary approach. Boston: Pearson

Quint, J. (2008). Lessons from leading models. Educational Leadership, 65(8), 64-68.

Riesberg, M. (2006). A tale of two curriculums. In F. W. Parkay, E. J. Anctil & G. Hass (Eds.), Curriculum planning. A contemporary approach. Boston: Pearson.

Wise, B. (2008). High schools at the tipping point. Educational Leadership, 65(8), 8-13.

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