High School Course Selection - What are the Consequences of Choice?
By Joni Swanson, Assistant Superintendent for Instruction

In the next few weeks, students in 8th through 11th grade will register for classes for the 2006-07 school year. Although this ritual occurs once a year, the effects of course selection have long-term consequences for students. According to recent research conducted by the American College Testing program (ACT), the courses completed in high school have both positive and negative effects on students' readiness to compete in the world of work and in post-secondary education. The quality and rigor of students' high school courses directly impacts the ability to compete in a highly technical job market as well as the likelihood of completing a post-secondary education. A core curricula consisting of the following courses during the four years of high school is the minimum required for a successful transition to work or college after high school. The recommended core curricula includes:
4 years of English
3 years of Mathematics (Algebra I, Geometry, Algebra II)
3 years of Science
3 years of Social Studies

A recent study published by ACT (2005) finds that students who take the core curricula are more likely to meet the minimum standards for scores on the ACT college entrance assessment and a readiness to enter and complete beginning college courses such as Biology, English and College Algebra. The following are the minimum scores, according to the “Crisis at the Core” study: Science 24; Mathematics 22; and English 18. Students who complete the recommended core curricula routinely score higher on the ACT test (part of the Prairie State Achievement Exam in the state of Illinois given to all high school juniors in the spring) than those students who complete less than the core during their high school careers. Historically, only 31% of GHS students complete the core curricula compared with 41% of students in Illinois and 56% of students and nationwide.

More important to note is that when students complete specific courses in high school, their ACT scores are higher than students who fail to complete these courses - regardless of the students' grade point average. Enrollment and completion of the core curricula and courses such as Biology, Chemistry, Physics, Trigonometry, Pre-Calculus and Calculus results in even higher ACT scores, higher entering qualifications in the job market, and greater success in post-secondary education regardless of the grades students achieve in these classes. Exposure to the course content in these higher-level classes has proven to be more important than the actual grades students achieve in the classes. What's more, although GPA remains a factor in college admissions, achieving a 3.7 GPA by taking courses outside of these recommended core classes will not place a student in as high a standing for college admissions as participation in more rigorous courses with a lower GPA. The type of classes students engage in during high school is ultimately more important to their overall probability of success after high school. The more rigorous the courses, the more benefit to the student - regardless of the grades earned.

How do students prepare themselves to engage in higher-level math and science courses at the high school level? First and foremost, electing to participate in Middle School pre-algebra, especially at the 7th grade level, opens the door to participation in the higher-level math classes at the high school. Parents who are unwilling to permit students who have shown the ability to take pre-algebra at the 7th grade level effectively shut the door to opportunities for their children. Not all students will progress at the same rate or the same level of achievement. However, reluctance to allow students to struggle and learn study skills required of more difficult course material will become a handicap to students in the long run.

At some point in every student's career, they should expect to encounter classes that demand more and are academically challenging. Avoiding this type of academic challenge can be a disaster waiting to happen, especially when students chose to “bail out” rather than rise to the occasion when the course content becomes more difficult. Coping with difficulties is both a social and an academic skill necessary for a healthy life. Learning how to overcome academic difficulties and how to effectively study, remember and apply content knowledge are necessary abilities for students whether they enter post-secondary education or engage in work/apprenticeship activities after high school. Even when students leave high school for the world of work, many will attend classes or training as a requirement of their jobs. Others will work for a while and then decide to change jobs, a task that may require additional schooling. Therefore, all students should engage in classes during their middle and high school careers which will best position them for whatever post-secondary pursuit they choose.

Each year our high school seniors indicate to the guidance office their post-high school plans. Over the past several years, approximately 85% of our seniors have indicated the intent to enter either four-year or two-year colleges and training institutions. However, our high school's graduating senior classes have averaged over that same period of time a rate of completing the recommended college core curricula of between 28 and 33 percent. Although many of our students may be theoretically ready for work or additional schooling, the greater majority of our students lack experiences with courses to best prepare them for successful outcomes in the post-high school environment. Now more than ever, it is important to realize that a high school diploma, meeting the minimum course load of the school district's graduation requirements, does not necessarily mean readiness for college courses or employment in a technologically sophisticated workplace.

To the parents of next year's high school students, I challenge each of you to look closely at your student's EXPLORE, PLAN and ACT results. Is your child on track to meet the ACT minimum score recommendations for English, Science and Math? If not, is your child enrolling in courses that will help improve their skills in areas needing improvement? Are you familiar with the high school course guide, know the graduation requirements, and understand the differences between various classes offered within each of the high school departments? Have you sat down with your son or daughter and at least preliminarily planned out four years of high school course taking in conjunction with a discussion of your child's post-high school plans, hopes and dreams? Learning how to plan to achieve a goal for the future, even if the goal changes, is a message that students should get from discussions in the home at an early age. Middle school is the time to start the discussion with your child about future careers and the steps that must be taken in order to have the best chance to achieve their dreams.

Although the emphasis of this article is primarily on the importance of the core curricula, students are encouraged to enroll in courses that closely align with the preliminary plans or interests they are developing for post-secondary careers and schooling. For example, if students' interests are in the field of business, I recommend enrolling in at least one course in the Business Department in addition to the vocational department's graduation requirement. Through the efforts of our vocational/technical education department, new courses will be offered this coming fall that will include topics of study previously unavailable to Geneseo students. High school is a time for investigating a wide range of interests. Regardless of students' post-high school aspirations, completing the core curricula is the essential pre-requisite to a successful start to gainful employment right after high school or in the future.

For further information concerning the ACT study mentioned at the start of this article and to view the High School Course Guide for the 06-07 school year, see the High School Counselor's webpage: http://homepage.dist228.org/hscounseling/stories/storyReader$33