Making the Last Two Years of High School Non-Compulsory?

My favorite educational site, The Faculty Room, is discussing another hard-hitting issue: non-compulsory education for grades 11 and 12. The truth is, I have never given the issue a thought as I just assumed that all education should be mandated. How else are children going to learn what they need to learn? Greg Farr, the principal at an alternative high school, makes the case that many students are not getting the education they need and are dropping out.

Farr states that he encounters four scenarios when he interviews students who are falling and failing:

1. They have fallen behind because of poor attendance or failing classes. Regardless of the cause, be it lack of motivation, poor health, frustration with the way material is being taught, academic ability, or a mismatch of learning style with typical lesson delivery; these students miss too much school and/or fail classes. Their friends are moving ahead. For many of them, most of their peer group graduates on time, leaving those who have fallen behind feeling frustrated, alone, and inadequate.
2. This is also the time when many start to work part-time jobs. Many of the students I interview have no choice. Their family’s economic situation requires them to work. (And when I say part-time, that is really inaccurate - I have students working 35 hours a week, often with outrageous hours that allows them to finally get home and in bed by 1 or 2 am.)
3. Add to this that many students are getting their first driver’s license, and you have a set-up for a spiraling disintegration from skipping a class, to failing the class, to skipping longer periods, to not turning in work, to skipping whole days, to eventually falling behind to the point that the student sees no point in finishing the semester … then the year …then high school altogether.
4. Another issue that I encounter (increasingly) is that the students have become frustrated with the testing and State law that requires passing all four sections (math, lang arts, science, and social studies) of the TAKS test before they can receive their diploma. Over 85% of the students enrolled each quarter for the past few quarters have failed at least one part of the test. There is absolutely no question that the high stakes testing required by the State and NCLB is pushing students out of school. Frankly, I have never seen one act of the Federal government leave as many kids behind as does No Child Left Behind!

Farr makes several suggestions for what should be done. Here is an excerpt:

“Eliminate compulsory attendance after the 10th grade (age 15). In its place offer programming with flexible hours. Expand work-based opportunities. Expand the entire concept of independent studies to encourage and accept traveling, working, and performing forms of Community Service. Develop a two-year program in which students can volunteer in various social services for credit. Work with colleges to allow an entirely new block of studies for ages 15-19 in which high school and college requirements are merged.”

Farr's article is short and to the point – nothing like what my educational philosophy professor assigns in his classes. Read it. There are others who are sounding off on the issue. If you wish to read the other articles click here.