High School’s Real Core Curriculum

The big deal in education right now is data. We want to measure how well students are meeting standards and learning the curriculum. But what do we measure? What do we want students to achieve? What do they need to know? What should they be able to do?

How much of a high school education do students retain? If much will be lost, why are we pounding so much into them? Why all the hoopla if a vast majority of what we are fussing about will wash away or, worse, become obsolete?

Because they need to pass the tests. Because high school prepares them for college and life. Does it? Is an undergraduate education only preparation for graduate studies or employment? Do students’ experiences in high school (and college) have any intrinsic worth or they only stepping-stones to the next stepping-stone or items on a test?

If high school is simply pre-college, we could approach it as many students approach college admission testing. Students could just study for those areas they intended to pursue. They could have short term cram classes that gave them what they needed to succeed in highly specific coursework. Who needs all of the graduation requirements if they have no connection to a future college course of study? Why should a student who wants to study political science take calculus or biology? Why should a future engineer take literature? Many would argue that such discipline diversity is necessary and appropriate. Why?

Because students are still developing and their talents and interests are still emerging. Because most kids don’t know what they want to do for a living at fourteen or eighteen. Even the few who are clear about their goals often change their minds. And although not everyone is going to be a scientist, mathematician, or writer, everyone deserves to taste a wide variety of subjects. Not only for a possible career, but to experience the beauty and breadth of human accomplishments. The journey through high school is one of magnificent change.

Which brings us back to the question, what should students learn in high school? College preparation and an exposure to a variety of academic areas are two areas, but they are not enough to fill or justify four years. If what kids learn in high school must be measured using objective testing, then we are doomed to make high school irrelevant, boring, and soon, expendable.

Think back to high school. What sticks? For many people, some of our first thoughts (and second and twenty eighth) aren’t about the curriculum. We remember the moments, activities, and social experiences. Memories of the classroom are often focused on feelings and relationships: we loved a book or respected a teacher; we were inspired, challenged, or excited by a lesson or idea.

What did I really learn in high school? Yes, I learned content in subject areas. I learned how to speak another language (although I can’t really speak it today). I read some good books and had some great discussions. But I really learned about myself. I really learned how to approach school and studies. I learned what I liked and didn’t like, even if that has changed since. I discovered some passions. I learned how to make, maintain, and end friendships. I tried on different selves and found which ones fit.

How do we measure these things on a test? Which core competences do these fulfill? Where are maturation, reflection, socialization, and identity on the high stakes tests? Are we analyzing the important data or just collecting the data we can measure?

Education reform has become more about turning educators into calculators and students into test takers. We need to refocus on high school’s real core curriculum and make education truly meaningful – even if those lessons can’t be measured on a multiple-choice test.