A quarterly magazine of urban affairs, published by the Manhattan Institute, edited by Brian C. Anderson.
• • • • • • • • • • • • • • •
A Coming Diploma Drought?
New York high schools are setting themselves up for plunging graduation rates.
15 December 2009
Starting this academic year, all graduating high school students in New York are expected to receive a regular Regents diploma, which once had the distinction of being the most rigorous diploma that the state conferred. It was generally reserved for college-bound students; those not pursuing higher education received a general diploma. Depending on the municipality, and with state approval, commercial and vocational diplomas were also awarded. Schools offered commercial diplomas, for instance, to students interested in secretarial work, bookkeeping, or other trades not necessarily requiring a college education.
But responding to criticism, common since the days of the civil rights movement, that directing minority students toward vocations rather than college was racially biasedbecause all minority students should be expected to do college workreformers abolished those diploma distinctions and allowed such courses of study, which many minority students took advantage of, to wither away. The states new one size fits all diploma standard means that special-education students must pass the same English and history Regents as students attending Stuyvesant High. It also means that either the Regents exams have to be altered or the grading requirements adjusted to avoid a huge drop-off in passing scores. And that is precisely what has happened, as I and others have pointed out repeatedly.
Meryl Tisch, the new Regents chancellor, and David Steiner, the state commissioner of education, who has also recently assumed his post, have acknowledged that the states testing system needs fixing across the board, from the high school Regents exams to the states math and English tests for fourth- and eighth-grade students. If Steiner and Tisch have their way and the states Regents tests become more rigorous, theyll face the likelihood that the states graduation rates will drop dramatically, since students wont graduate unless they pass all five of the Regents exams offered in math, English, science, and social studies (two exams).
They can avoid that scenario by revisiting the states destructive one size fits all diploma policy and reinstating the old differential diploma system. But doing so would require some political courage, a quality always in short supply. Tisch and Steiner would have to challenge the now-conventional bias in favor of routing all kids toward a college diploma of one kind or another.
The dirty word no one wants to utter is tracking. Any attempt to steer kids toward a career route that doesnt award a college degree is still broadly considered racially biased, though several presidents, including the current one, have conceded that college isnt for everyone. Bill Clintons first budget asked Congress to support a national school-to-work transition program, including youth apprenticeships, and his School to Work Opportunities Act passed in 1994 with strong bipartisan support. It provided funding to help states, among other things, develop a skills certification system for high school graduates. President Obama has wisely pushed an initiative to increase funding for our community colleges, which have increasingly taken on the task of teaching vocational and technical skills once offered at the high school level. In school systems like New Yorks, most course offerings in hands-on shop classes were eliminated over 20 years ago. The shops were torn out and turned into academic classrooms.
There was a time when our teachers believed that being educated included learning manual skillsand that there were many dignified and useful ways of making a living. If Tisch and Steiner have any chance of setting things straight, they will need to address not just the testing regime, but the structure and purpose of diplomasand that means addressing, in a broader sense, the question of why kids are in school in the first place. Bringing back differential diplomas will stave off a public-relations disaster for school authorities. More importantly, it will serve the needs of New Yorks students.
Marc Epstein teaches history at Jamaica High School. He was a contributor to A Consumers Guide to High School History Textbooks (Thomas B. Fordham Institute) and reviewed Floridas social studies standards for the Albert Shanker Institute.