Gutting new curriculum would doom our children

Sunday, June 8, 2008
Editorial
Gutting new curriculum would doom our children
The Detroit News

Teacher Tom Madziar was intimidated by the task of reinventing his teaching methods to successfully adapt to Michigan's new high school curriculum, something he knew would stretch himself and his students. But with the support of his school, he did it.

But Madziar's school, Madison High in Adrian, is an exception rather than the norm in Michigan, where school districts are not rising to the challenge of implementing the courses that will better prepare students for the 21st-century economy.

Despite having three years to ready themselves, most districts have done little to ensure success with the new course schedule.

And so now they're fiercely lobbying the state Legislature to gut the curriculum, even while other states are pushing to follow Michigan's lead in demanding more rigor in high school.

The latest salvo in the fight to water down the curriculum came Thursday at a legislative hearing, where critics attacked its rationale, arguing against the need for a more rigorous course schedule. Those critics -- mostly parents and teachers -- are living in a fantasy world.

Parents who would excuse their children from the tougher courses are dooming them to a future of earning less money in scarcer jobs than their peers.

Teachers who insist that only certain children should take the courses that will guarantee them future success should be back in their classrooms finding innovative methods to bring all students along. As educators, they ought to know better.

Michigan adopted the new curriculum not to be punitive, but in recognition that a college education is essential in today's job market. The courses are designed to prepare students to succeed in college. Even students who don't go to college will be better served by courses that ready them for some type of post-high school training.

Parents surely know by now that a high school diploma is insufficient for any job of consequence today.

But so far, only about one in six high schools have made significant changes to adapt to the new curriculum, says Jim Ballard, executive director of the Michigan Association of Secondary School Principals.

Schools doing that hard work are reporting the success rate for algebra has climbed to as high as 97 percent.

Says teacher Madziar: "Now that we have invested time and energy into making sure students are able to get the help they need, I can attest to a big sense of satisfaction that we truly are raising the bar."

Lawmakers who are considering gutting the curriculum should keep the Madison example in mind: The problem is not with the kids, but with how we teach them.

Instead of thwarting the new curriculum, legislators should:

• Make sure Michigan remains a one-diploma state. Lawmakers are considering a secondary diploma designed for students who do not pass all of the curriculum's classes. A diploma that says "not good enough" is worthless.

• Retain and strengthen options for vocational students. The new curriculum allows students to opt for vocational classes and still receive the standard Michigan diploma. If educators are unclear about those pathways, the state should clarify and support them.

• Provide funds for tutoring programs for students who need extra help.

Michigan took an important step toward transforming itself by adopting the rigorous curriculum. Abandoning it this soon would be an admission that we don't think our children are smart enough to compete in the knowledge economy.