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'4-by-4' is blunt school instrument
The 4-by-4 law not only denies the variety of individual gifts and interests our students have, it creates an unnecessary barrier to a high school diploma at a time when it is more important than ever to have one.
by Sara Stevenson
AUSTIN — My daughter just completed her first semester at Loyola Marymount University in Los Angeles.
She took 15 hours, made straight A’s and the dean’s list.
What reads as a success story would have had a very different outcome if my daughter and son had traded places.
My daughter graduated in 2008. My son will graduate in 2011, the first year the mandated “4-by-4” plan goes into effect. It requires four years of math and science to earn a recommended diploma.
If my daughter were in his graduating class, she would have been a high school dropout instead of on the dean’s list.
First of all, the new 4-by-4 law ignores reality.
No college, including our state flagships, requires four years of math or science, although it is often recommended.
Some people are unable to do upper-level mathematics. Don’t be fooled by the “pre” in pre-calculus. It’s more like Algebra IV: in other words, difficult.
More students require tutoring in Algebra II than in any other high school course.
As one progresses in high school, the courses become increasingly challenging. Some students are more gifted in the humanities, English and history than in science and math. Furthermore, unless they plan to major in math or science or to become an engineer, these courses are unnecessary.
At some point in our school and work lives, most of us begin to specialize. We are not all gifted across the board. We begin to focus on and develop our strengths.
The 4-by-4 law not only denies the variety of individual gifts and interests our students have, it creates an unnecessary barrier to a high school diploma at a time when it is more important than ever to have one.
In addition, where are all these upper-level math and science teachers going to come from at a time when we are already unable to find enough teachers educated and certified in these areas?
So, here is my prediction: As the date nears, rather than face the bad publicity of a huge increase in the number of high school dropouts, schools will create watered-down, easy math and science courses to fill the requirement, rendering it essentially meaningless.
Maybe worst of all, requiring these courses prevents students from taking electives in areas of expertise or interest, such as fine arts.
Daniel Pink writes in A Whole New Mind: Why Right-Brainers Will Rule the Future that creativity is the only skill that can’t be outsourced.
Here’s my proposal: Before our legislators tamper with our education requirements again, make them take a pre-calculus test and see how they do.
While we’re at it, perhaps we can require our lawmakers to take a reading test in a foreign language to see if they can pass it. By 2014, 100 percent of ELL (English language learners) students must pass the TAKS reading test in English.
To be designated ELL, you must not be proficient in English. Once again, our lawmakers set a Catch-22 trap to discredit public education. We’d rather have their support.
Sara Stevenson is an Austin public school librarian.
— Sara Stevenson
Waco Tribune
2009-03-23
http://www.wacotrib.com/opin/content/news/opinion/stories/2009/03/23/03232009wacstevenson.html
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