Wednesday, February 15, 2017
“I Don’t Want to Lose the Scores”
These policies work against the best interests of bright students, particularly those stuck in a district with limited resources. You know, the kind that has a phys ed teacher handle their only physics class because, well, that is all they have. (I am not making that one up!)
The only thing I would add is that you don't go far enough. The AP curriculum I deduce from transcripts often works against the push for improving the production of STEM graduates. A student in a STEM major needs to focus on calculus, chemistry, and either biology or physics depending on whether the goal is a medical field or engineering. So why do I see a pre-engineering major come out of HS with a whole stack of courses in psychology, history, etc? Because those are the AP courses they have at that HS and every good student is going to take them to boost their "score". They don't have enough kids (or the teachers) to offer AP chemistry or physics, so those kids are steered into sociology instead. It is a crime,because they are a year ahead in course irrelevant to their major, putting them a year or more behind in the courses that actually matter to their interests and career goals.
That said, I completely agree that ECHS and dual enrollment should contribute to a school's "grade." I'm fairly certain they do in our state.
I am writing from the perspective of someone who only sees the DE students who are actually on our campus, where they are in the same classroom taking the same exams as the CC and university transient students enrolled in the course.
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FYI, my CC gets full tuition (not a "fee") plus standard college fees for each student taking one of our courses, regardless of where it is taught. Dual enrollment is enrollment. Those students also have to satisfy our college-level placement score requirements.