What Happens When There s No Public School Choice
Below is a MRR and PLR article in category Reference Education -> subcategory Weather.
What Happens When There's No Public School Choice?
Exploring the Consequences
Introduction
I was struck by the vastness of Trenton Central High School during a recent tour. The facility spans a whopping 380,000 square feet?"comparable to stacking three large anchor stores in a suburban mall. With nearly 2,800 students, it's the fourth largest urban high school in New Jersey and the seventh most populous secondary school in the state.
The Challenges
The 75-year-old building is rich in character, boasting a theater once fit for Broadway and a swimming pool that was state-of-the-art in its day. However, these features now coexist with the challenges typical of an aging structure. Yet, the building is just a fraction of the issues faced by this troubled school.
Trenton's public school system is labeled "in need of improvement" district-wide under the No Child Left Behind (NCLB) Act. This has prompted discussions about restructuring education at all levels. For the past five years, Trenton Central High School has failed to achieve Adequate Yearly Progress (AYP), as has the district's Daylight-Twilight High School.
The Impact of No Child Left Behind
Under NCLB, AYP is judged based on standardized test scores in mathematics and English. In New Jersey, the bar for proficiency is raised annually, regardless of students' backgrounds. Failure to meet these standards triggers proposals for drastic measures like restructuring or converting schools to charter schools. Parents should have the option to transfer their children, but what if there aren't any better schools available?
Communities surrounding Trenton?"like Ewing, Hamilton, and Lawrence Township?"face similar dilemmas. This issue isn't unique to New Jersey; it highlights a significant flaw in NCLB's approach.
Rethinking Performance Measures
The success of a high school cannot be solely based on standardized tests. High school students have diverse ambitions and circumstances. While proficiency is a vital measure, it shouldn't be the only one. NCLB's lack of rewards for improvement, coupled with public embarrassment for underperformance, creates a negative perception that doesn't always reflect reality.
Proposing a New Approach
A more comprehensive evaluation system could include:
1. SAT Scores: Using the NCAA Clearinghouse guidelines, we could create a performance matrix that considers both grades and test scores.
2. Armed Services Vocational Aptitude Battery (ASVAB) Scores: Sharing pass/fail rates for students entering military service would provide additional insights.
3. Licensing Exam Pass Rates: For schools offering vocational training, this is a clear indicator of success.
4. State Exam Proficiency: Recognizing achievements in state-required exams like New Jersey's High School Proficiency Assessment.
Additionally, considering dropout rates and redefining graduation rates would provide a more accurate picture. For economically disadvantaged students balancing school, work, and family, the traditional "on-time" graduation metric doesn't always apply.
Conclusion
High school principals should have detailed data about student progress and outcomes, akin to college admissions officers. This could guide curriculum development and create opportunities for real student choice, even if it means transferring schools.
Prioritizing an understanding of students' goals?"be it college, career, military, or balancing responsibilities?"can drive better support without adding more standardized tests. Schools already have enough measures to guide their efforts in helping students succeed.
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