Raising the Bar for Graduation

Reformers taking aim at the dismal state of public education in California point, rightly, at the need for higher standards of achievement. The state Senate is setting out toward a remedy, considering a bill to require every high school student to master traditional college prep course work: four years of English, three years of social studies, two years of lab sciences and a year each of algebra and geometry, in order to graduate. These tougher requirements would better prepare graduates for college and the jobs of the future.

The bill, SB 194, sponsored by state Sen. Dede Alpert (D-Coronado) on behalf of state Supt. of Public Instruction Delaine Eastin, should encourage useful debate over how to raise the state’s basement-level test scores. But the new standards, which would take effect with the class entering high school in 2002, are not by themselves a cure. Students who are not performing at grade level today in elementary school must get the remedial classes, tutors and summer school they need. By 2002, it will be too late for them to catch up. And there are other hesitations. What would happen to students who could not meet this challenge? Would they receive a worthless certificate of attendance after four years instead of a diploma?

Concerns aside, “standards” is a popular word these days. The State Board of Education supports tougher high school requirements, and Gov. Pete Wilson would extend such rigor to lower grades. A state commission is expected in September to propose higher standards for every grade.

SB 194 is a measure that can indeed benefit California, but only if lawmakers are careful to assure that schools get the support they need to send students to high school ready for equations, Euclid and more.