There's No Monster Under the Bed
By John Bebow - June 6, 2008
By Mike Flanagan
State Superintendent of Public Instruction
Forget that we have nothing to fear but fear itself.
We have nothing to fear but fear of change.
Michigan has begun its ascent to the top of the world's job chain with the most rigorous high school graduation requirements, an aggressive worker training program, and a growing realization that we need more college graduates in the high-demand careers of the 21st Century.
Education is the key to Michigan's economic future. But it is the future's education that takes us from the system we’ve had over the past millennium and prepares our state for not only greatness, but survival.
But change is difficult for those who are entrenched in the current system. That attitude may serve them, but it certainly doesn’t serve our students or state.
Michigan's new high school graduation requirements, called the Michigan Merit Curriculum, are heralded as groundbreaking, and were strongly supported by the education associations in Michigan, the State Board of Education, and state Legislature before Governor Jennifer Granholm enacted the new law in 2006.
The new law ensures that all Michigan students receive the high quality education they need and deserve, no matter what future career path they choose. The knowledge that students gain with the Michigan Merit Curriculum is needed today whether they go on to a post-secondary program or directly into the workplace after high school.
There is a campaign being waged to weaken and water down these new graduation requirements. It is a campaign based upon a fear of change.
Those who are unwilling to change claim that all kids aren't going on to college and don't need to take higher level math and science studies. They claim that thousands more high school students will drop out. They claim that school shouldn't be taught in "cookie-cutter" fashion. These claims are alarmist and are no way based in fact, and only meant to monger and perpetuate the fear and ignorance of change.
There is no need to alter the new high school graduation requirements. There is flexibility built into the law that addresses the needs of all students. The law allows for flexible schedules and support programs for students to learn the requirements through programs outside of the traditional courses. They can earn the graduation credits in a Career and Technical program, in an Early College program that is career focused, or in numerous other programs. The law also allows for a flexible pathway for Students with Disabilities, through a Personal Curriculum plan.
We want a Michigan high school diploma to mean that every student has received a bona fide high quality education upon which employers can understand and depend. We want a Michigan high school diploma to mean something, and that is globally competitive.
That is why we must resist every effort to wilt and water down our nationally-renowned graduation standards.
The key to success in this drive to the top is the willingness to accept the need to change. We can’t keep doing what we’ve always done and expect different outcomes.
For this rigorous curriculum to work, we need to retrofit our education system. We need a system that meets the needs of ALL students, in a manner that meets their needs and the needs of employers. Governor Granholm has proposed a 21st Century Schools Fund to develop small, more personal high schools that build the relationships that accentuate the relevance of the curriculum.
Accelerated technology sweeps over our society at a dizzying pace. Why do some students have the advantages of these technologies and others don’t? Why don't we have technology steering classroom instruction in our schools? If they are going to be using advancing technology in the workplace, shouldn't they be learning with it in school? Students use hand-held technology in every part of their daily lives except in education. No wonder they are bored in school.
The classroom of the past 50-plus years no longer is relevant to today's students – even as young as pre-Kindergarten. Recent studies reveal that it is a lack of real-life relevance in our schools that is frustrating our high school students and giving them a hopeless reason to drop out. We need to re-design how we deliver education, from early childhood through post-secondary, and we need to do it quickly and collaboratively.
Is this new curriculum really the monster under the bed? Or is it a fear of change on the part of some educators who don't want to take on the challenge of teaching every student in their school? Or is it parents who struggled in school and don’t feel their kids need it. Well, all kids do need it. I am convinced that all kids can learn algebra and chemistry, just like they can learn how to write grammatically correct and understand how their government works.
To overcome this fear, we need school administrators working with teachers—working with higher education—working with business—working with parents—working with private foundations to configure an education system that is inclusive, relevant, rigorous, accountable, and flexible enough to reach every child in Michigan.
This ultimate reform will need courage to succeed. Long-standing differences need to be put aside. Staunch, long-held beliefs need to be buried. Turf battles need to selflessly collapse. The only special interest group that matters is the students.
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