One of my favorite resources, XQ “exists to transform high school in America so every student graduates ready for the world they’re entering—prepared to thrive in college, career, and life.” Having spent most of my career working in and with high schools, I remain convinced that they are not only ripe but also overdue for systemic reform. So it was with bated breath that I read XQ’s new policy report, “The Future Is High School.” (policyactions.xqinstitute.org)
XQ proffers ten specific policy changes. For each they specify what the change does, why it matters, and what the criteria should be for its implementation.
Two of the policies have had my support for years. One involves identifying the Core Competencies necessary for high school graduates. XQ argues that academic knowledge and skills matter but that “today’s graduates need a more expansive toolkit that includes timeless, transferable skills like communication, problem solving, and critical thinking.”
I’ve written before about my belief in the “Essential Qualities of a Glenbard Graduate” that my district developed decades ago. After a hiatus, this revision appeared in 2019: “● Communicates – A graduate communicates effectively in a variety of ways and understands their audience. ● Thinks Critically – A graduate needs to identify problems and find multiple ways to solve them. They also examine and challenge assumptions and make decisions based on evidence. ● Embraces Diversity – A graduate has empathy for others, respects diverse backgrounds and seeks varied points of view to deepen understanding. ● Creates – Our graduates create solutions to real world problems. They also generate original ideas, solutions and products and are open and responsive to new ideas and perspectives. ● Collaborates – More than just working with others, they take responsibility to work together for a common goal. They also receive, provide and learn from constructive feedback. ● Is Self-Empowered – Graduates have a growth mindset and build strong relationships. They advocate for themselves and have realistic goals.” (www.glenbard87.org) I love this more proactive version and wish all high schools would develop similar profiles for their graduates. Focusing on what students can and should be able to do is far more powerful than measuring specific content knowledge, especially at a time of information glut and information growth. Competencies like this encourage lifelong learning skills and adaptability.
The second policy I’ve long supported is the use of Mastery-Based Credits. In this system, students earn credit for what they know and can do rather than just how many hours they’ve been in class. Although a surprising number of states [Arizona, Colorado, Connecticut, Missouri, Montana, New Hampshire, New Mexico, North Dakota, and Rhode Island] allow this approach, and still others allow a capstone project or other demonstration of mastery, too many states still depend upon Carnegie Units. (https://reports.ecs.org) Introduced in 1906, these units simply measure 120 hours of “seat time” regardless of the amount of learning. (www.carnegiefoundation.org) The passage of time is not a meaningful measure, and I sincerely hope more states will adopt a mastery-based approach.
I’m also a fan of XQ’s policy on Internships and Apprenticeships. They argue that rigorous, real-world learning happens everywhere, not just in the classroom, and that these opportunities “enable students to explore potential career pathways, gain valuable workplace experience, and graduate with the knowledge and competencies necessary for success after high school.” I couldn’t agree more. Many of the students who joined my “Tech Squad” in high school, helping faculty navigate newer forms of technology, got internships in high school that led them to their careers. I’d also advocate for another program my district had for several years: rotating faculty members accompanied groups of students to workplaces to learn about employers’ expectations/needs and about opportunities for life after high school. So many students found that eye-opening and motivating. Hearing businesses extol virtues like teamwork, lifelong learning, and a good work ethic was far more powerful than anything we teachers could promote.
And I love that XQ recognizes the need for Professional Development [PD]for staff so they can implement these changes effectively. States should require better PD for pre-service teachers, fund ongoing PD for existing faculty, and publish resources that provide models of excellence and guidance. I would add teaching coaches and mentors within the school.
I also support Next-Generation Assessments that “that widen the lens on learning to reliably measure mastery of real-world skills like creative problem-solving, alongside academic content.” Multiple choice tests and short answer exams focus on one right answer. Meaningful assessments also evaluate process, like portfolios for writing. One of the reasons I loved my work in problem-based learning [see prior blogs] is that it invited a multitude of possible answers and it also valued and evaluated process. Life after high school is not a multiple-choice test!
Of course, all of these changes would require Redesigned Transcripts, adopting a “new student transcript, badging, or record system, such as learning and employment records (LERs), that awards students badges or other types of credentials for demonstrating the requisite knowledge, skills, and competencies. States need both the infrastructure to demonstrate student competencies and also the artifacts (e.g., badges) to be included.” It is often said that we pay attention to what we measure. Instead, let’s measure what we should be paying attention to.
There are four more recommended policies that you can explore in the published report. (policyactions.xqinstitute.org) These first six strike me, however, as the most compelling and effective way to ensure that the future is indeed high school.
Today’s high schools should prepare students for the world they’ll face after high school. They should develop a disciplined, motivated, and adaptable workforce to face the ever-changing realities of life in the future. Our old system doesn’t do that. Isn’t change overdue?