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EDITOR’S NOTE: The Ohio Senate Education Committee is this week taking testimony on House Bill 491 which, as amended, would extend lowered, non-academic graduation requirements to the Classes of 2019 and 2020. Fordham’s Vice President for Ohio Policy and Advocacy provided written testimony in opposition to those changes. That testimony is below.
Thank you, Chair Lehner, Vice Chair Huffman, Ranking Member Sykes, and Senate Education Committee members for the opportunity to provide written testimony on amendments potentially being offered on House Bill 491 related to softening the graduation requirements for future graduating classes.
In 2014, when the legislature adopted the current graduation requirements and raised the expectations for Ohio students to get a diploma, we applauded your resolve and commitment. It was a powerful acknowledgement that too few Ohio students were graduating high school with the skills necessary to be successful in college or to enter the workforce. Fully one third of Ohio students who did enter an Ohio college required remediation before taking credit-bearing courses. And we routinely heard reports of good paying jobs sitting vacant because young people didn’t have the skills that employers needed.
That’s why this body raised graduation requirements. Last year’s graduating class, the Class of 2018, was supposed to be the first required to earn a diploma by demonstrating readiness in one of three ways: college readiness via the SAT or ACT, successful mastery of high school level academic competencies via objective end-of-course exams, or earning an industry credential and demonstrating work readiness skills.
Hoping to give students another year to adjust to the increased expectations, the legislature extended a set of alternative graduation requirements that were anything but rigorous. It was a huge missed opportunity but understandable if it was temporary. Unfortunately, the same issue is back again this year, and it’s clear that for many it was never meant to be a temporary fix.
Now we’re debating whether to further delay implementation to students who were just completing sixth or seventh grade when the original requirements were passed.
This is a problem. For years, we have been vocal in our criticism of the long-term consequences for lowering expectations for students and giving parents a false sense of security by misrepresenting their children’s readiness for post-high school success. You can pass a law giving students a diploma, but being given a diploma isn’t the same thing as earning it. Without bolstering their academic skills, students are less likely to be ready for college. For those without an interest in going to college, putting in the work to acquire an industry certification could open the door to a job earning a living wage. If they can get a diploma without putting in the effort though, the chances are smaller that they graduate with in-demand skills.
I’m sure that none of this is new so far. Well, here’s something you’re unlikely to have heard before: there is absolutely no need for the legislature to take any action. Why?
Don’t do it.
When you raised the bar for graduation in 2014, you put the needs of students above your own comfort. I urge you maintain high expectations for all students. If you don’t, it’ll be the poorest, most disadvantaged students who suffer in the long run. They won’t get the additional supports they need to increase their likelihood of future success. Moreover, when the legislature weakens its expectations for graduation it communicates one of two things to students: either learning doesn’t matter, or we don’t believe you can reach these expectations. We owe it to our students, their families, and every citizen in Ohio to ensure that our graduates don’t earn participation trophies, but meaningful diplomas that indicate basic mastery of reading, writing, and math.
May 18, 2015 |
June 22, 2016 |
September 25, 2012 |
March 08, 2012 |
August 21, 2012 |
January 10, 2012 |