I'm concerned. I sense an increasing divide between high school students loading up on honors and Advanced Placement classes and those with little interest in coursework beyond the minimum required for graduation. This phenomenon is not unlike the increasing economic divide in our country - just as the middle class is shrinking, so is the middle of the class in many high schools today.
The first group is aiming high, initially hoping to gain admission to competitive colleges or win competitive scholarships, and ultimately hoping for rewarding professional careers with plenty of room for upward mobility and significant earning power. Their tremendous work ethic, combined with a healthy dose of natural ability, will launch them effectively.
The second group is aiming low, with the unfortunate truth being that limited effort leads to limited opportunity for college admission, for scholarships, and for careers. Some are well aware of this correlation and simply cannot meet a higher standard. Perhaps their native abilities or home environments hamper higher achievement. Others may not know. They may be in schools and communities where completing minimum standards means that they have cleared the highest bar set, perpetuating a cycle of modest outcomes at best.
And what of those in between? We must pay attention to students who, although not in honors or AP courses, willingly complete four years of English, math, science and history, with two to three years of foreign language studies to boot, in order to prepare themselves for college. We need the students who are willing to work hard for B's. These students are the bread and butter of most undergraduate college populations, likely to meet professors' standards in college. They won't shy away from the significant reading volume, the papers assigned, the projects required. They may not find college easy, but they'll be ready to take on the challenge.
A textbook example
As a new student began his college search last week, we reviewed his high school curriculum and discussed his course selection for senior year.
Senior English? Check. He knows a fourth year is required for graduation. Math? Check. He likes it well enough that he's willing to continue for a fourth year. Science? Check. It turns out he's only had two years of science so far, so a third is needed for graduation. History?
"I don't think so," he said, indicating his dislike for the subject. "I've completed the three years required."
Foreign language?
"I've put in two years, and it's not required for graduation."
That's when I pulled out my soapbox and stood on it. Each state lays out minimum requirements for graduation, but these are - as stated - minimum standards. So I asked as sweetly as I could, "Do you really want to go to college?"
"Of course," he replied, "that's why I'm here talking with you!"
And so I imparted what I could about the importance of depth and breadth in one's education, shared what I could of my experience on college admission committees and the scrutiny we gave high school transcripts. I shared my thoughts about the eminent sense of going beyond minimum requirements, about the need for a strong foundation before entering college, so the academic transition won't seem dramatic and overwhelming. I talked about the additional doors that may open to him if he demonstrates a willingness to deal with rigor throughout his high school years. Happily, by the end of our appointment, he agreed to beef up his choices for senior year.
What if the least challenging route is chosen?
College remains possible. However, greater numbers of these students may require remedial coursework at the outset of their college studies, and this entails cost to the institution as well as to the student. Length of time required for a degree could be extended. Total tuition cost incurred could be higher, and work time lost by extending studies would add to the real cost. If a student transfers to a new institution, those remedial course credits won't be recognized.
What can we do?
Parents and educators can do plenty, not only by encouraging but by expecting children to continue a full array of academic solids in their curriculum throughout high school. This will help us build the cadre of college-bound students we so hope to develop; it will bring back the middle of the class and, perhaps in the long run, lend strength to the middle class. Do what you can to help bridge both economic and academic divides!
Jane S. Shropshire guides students and families through the college search process, drawing on over a decade of college admission experience. Send questions or suggestions to JShrop@att.net or visit Shropshire Educational Consulting, LLC at www.ShropEd.net.