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May 8, 2006 Educational Reform Movements: Scheduling Myths & the Grades 9-10 “Bottleneck” In the previous CounterPoint article in this series, we learned that officials at Students Central School District were proposing a change in the traditional 6-period day scheduling format. Complaints from students and parents about the grades 9 and 10 “bottleneck” had increased to the point where the district could no longer ignore them. If you’re not familiar with it, the term “bottleneck” is often used to refer to a school system’s tendency to require too many courses in grades 9 and 10, particularly courses that must be taken in a four-year sequence. Students often get the impression they must drop elective subjects like music. Several issues were at the root of the problem. And, holding on to beliefs in some very common myths are now preventing officials from addressing the bottleneck effectively. Raising Test Scores 1. Due to the provisions of the No Child Left Behind Act, there had been a growing demand to raise test scores over the last several years, leading to an (over)-emphasis on math, science and reading. This district responded to public and legislative pressure by increasing graduation requirements in math, science and, in some cases, reading. Myth #1: Increasing requirements in a particular curriculum area will result in higher test score results. Fact: In some cases (California, for example) the ever-increasing emphasis on the “basics” (reading, math, science) seems to have had the opposite result. Myth #2: Participation in perceived “non-essential” courses such as music is detrimental to student achievement in other areas of the curriculum. Fact: Research indicates students participating in the arts seem to be achieving the highest results, as affirmed by results on the SAT and other tests. World Language Requirements 2. There is a strong movement advocating the requirement of a minimum of two years of a world language. (Isn’t music one of those!?) Myth #3: (All) universities are now requiring a minimum of two years of world language for admission. Fact: While it is true that some universities have adopted that requirement, most universities only require students to fulfill language requirements to obtain their undergraduate degree (meaning, students can meet the language requirement during their course of college study). Computer Literacy & Physical Education 3. Two other catalysts for proposing the scheduling change were the demand for computer literacy and increased requirements for physical education. Myth #4: Physical Education (PE) is a required course for grades 9 and 10. Fact: Physical education credits are graduation requirements. They are normally scheduled in grade 9 and 10 as a “tradition,” the desire to fulfill the requirement early so the student can participate in varsity athletics, and/or as a means of “getting the requirement “out of the way.” Myth #5: Computer literacy courses are “more marketable” and therefore more important to students than music or arts courses. Fact: While it’s certainly true that young people today need to be computer savvy, there’s a well documented body of research about the value of music as preparation for the 21st century workplace. Business leaders and other employers place high value on qualities such as teamwork, concentration, creativity, problem-solving abilities and more – all the skills used by dedicated music students! The administration in one district suggested solving the scheduling problem by dividing band, choir and orchestra students into two groups. It was suggested that Group A take music during fall semester and PE during spring semester. Group B would take PE fall semester and music spring semester. Then they could all “go back into music” together the sophomore year. Fortunately, that proposal was perceived by nearly everyone as ludicrous. Another district actually resolved the entire grade 9 bottleneck by advising those students to schedule PE during their junior or senior year. No “Need” for Music 4. Some guidance counselors were even advising students to drop their participation in music, because the student “wasn’t going to be a professional musician.” Myth #6: Music is just entertainment and not really very important to students. Fact: Research reveals strong correlations between quality music education in school and academic achievement, healthy social development, and general quality of life. Despite these facts, it appears that officials of Students Central still believe many of these myths so they are going to consider some various approaches to scheduling reform. Because of their current financial constraints and contract with the teachers’ union, the school board has made several assumptions as they begin the process:
The district has appointed the Scheduling Reform Task Force. Are you or any other members of your music coalition on it? If not, ask to be on the Task Force or at least attend the meeting. Check back here next week: the agenda for the next Task Force meeting includes a presentation of a proposal for a 7-period day! Until next time, John Benham |
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Scott Brady |
