This morning, the Nashville City Paper carried a story about a new initiative proposed by the governor: that every student scoring at least a 19 on the ACT could attend any of Tennessee’s community colleges at no cost.  The purpose is to motivate students to stay in school, raising the graduation rate.
I first heard this news last night from Gary Nixon, Executive Director of the State Board of Education, at the TSBA Fall District Meeting at Scott County High School. However, Nixon brought along some more sobering statistics on the level of high school coursework and ACT performance required to secure “zone 3” employment — jobs that do not require a college degree, but that provide an income sufficient to sustain a family of four (about $39,000 per year).
According to Nixon, an analysis by the College Board determined that the threshold for success either as a college freshman, or as a candidate for “zone 3” employment, are the same: an ACT science score of 24, math score of 22, English score of 18, and at least a 21 in reading. The College Board also provided a listing of high school coursework generally required to achieve those scores, which for math and science, exceed State requirements: biology, chemistry and physics for the science portion, along with Algebra I, Geometry, Algebra II and Trig.
It’s not just the number of hours that makes the difference, but the actual courses taken. Physics is the big predictor in the science score, he said, because it has a strong tie to math and logic, boosting both scores. Most kids don’t take physics in high school; many never take trig — the requirement is simply three years of math, and passing the Algebra I gateway exam (which most Oak Ridge students easily pass in the 8th grade).
The State Board of Ed is seriously considering requiring math all four years, so that students don’t slack off in their senior year. They’ve also debated adding reading classes to every year of school, K-12.
The Legislature continually talks about adding more mandatory PE classes, “personal finance” curriculum, and other wellness-type coursework.
School board members are wondering where we’re going to fit in all these new requirements — will school go until 5 p.m.? Will they drop some other requirements? Will our students be able to take any elective courses at all?
Board members in areas not blessed with the wealth of math and science talent that Oak Ridge has are asking, “where will we find all these new math and science teachers, since they have to have a degree in their subject area (in addition to teaching certification)?
Statewide, of every 100 9th graders, 35 will pursue postsecondary education. Half of those will require developmental (remedial) courses in college. About 16 will graduate in 150% of the expected time (3 years for an AA or AS, 6 years for a BS or BA). The numbers are dismal; if we are to improve our economic standing and quality of life, we must find a way to raise the bar.
Is it possible to require more rigorous courses and raise the graduation rate at the same time? I think it is, but it will require change going back to the middle grades, 5-8, to ensure that high school students are adequately prepared for more rigorous courses. And, that change may well have some impact on AYP, or “adequate yearly progress,” as defined by No Child Left Behind.
While opportunity for all is a wonderful concept (as is “no child left behind”), we’re faced with evidence that a 19 on the ACT is neither sufficient preparation for college, nor for a job that produces a decent living wage. While I applaud Governor Bredesen for his ambitious goal of sending everyone to college, I believe that we must first ensure that they’re adequately prepared — whether for work or higher education.
That will mean increasing funding for K-12 first. It can be done.
Interesting. I’m jumping ships for a sec here, but who would be paying for these kids to hit the colleges for free? Isn’t Tennessee broke?
Boy, I love how the one hand has no idea what the other is doing with regard to state/federal requirements. I know you guys hit meetings and stuff all the time, is there just no communication, or does the state just not give a damn?
Lottery funds. There’s still a surplus (which they COULD use for Pre-K).
Truthfully, the folks at the State level don’t give a damn what we peons at the local level think. That’s why we have a statewide organization (TSBA), so we can show up several hundred at a time and then they pay a little bit of attention.
This plan makes me wonder who is doing the slacking off. It sounds like another system that will change the numbers temporarily; and nobody knows for sure what that would be. To raise graduation rates is to find the best teachers. That takes a healthy, wealthy, and wise community. To teach kids to be smarter takes parents, and that should not be only for math. I believe a maximum level of the arts need to supported in Oak Ridge. We have a great resource in that also. How would math kids feel having to master still subject painting in color? This improvement is only for the math kids Tennessee has.
Yeah, thats kinda my problem with standardized ranking of schools through formulas, like NCLB, because it discounts the areas of study that can’t be quantified, like art or music. Even English or composition, which is going to be king hell vital in college, maybe even more so than math.
Its all well and good to have help getting into college, but money spent pre-k affects the kids entire intellectual growth… but I’m preaching to the choir.
Geez, you’d think the state would be a bit more open to comments, being that its at the bottom of the heap with regards to schools. What a bunch of dumbasses.
Maybe ACES needs to go statewide? 🙂
Dude, also, these days there aren’t jobs that don’t require a college degree but can support a family of four at $39,000 a year. Hell, we’ve gone for the past few years on a fraction of that amount.
One of my chief concerns about requiring additional courses is that students have fewer and fewer choices for electives — visual and performing arts among them.
It’s just my opinion, but I believe that even the “math kids” need some artistic instruction and outlet. Alpha is loaded up on math, science, and engineering classes at UT, but she still tried out (and was selected for) the UT orchestra. She doesn’t get any class credit for it despite several hours of rehearsals each week, but it makes her happy and better able to deal with the stress of a tough academic schedule.
Great for her Netmom, she has courage in her many parents do not instill in their kids. The worst thing that can come from it is that she is watching an orchestra, but has learned to enjoy it. Expanding the possibilities to live peacefully is in everything I am doing with my kids, including math.