Rigorous Curriculum

First among the Educational Testing Service’s list of influences on student learning that schools can control is “Curriculum Rigor”.   In terms of what the school system requires of the students, we seem to be making progress nationwide.

“Curriculum rigor – While some gaps remain, there has been progress across all racial/ethnic groups in taking what is called a “midlevel” curriculum in high school. Gaps exist in participation in the Advanced Placement® (AP®) Program, particularly for Black students.”

AP Exam Data reveals that nationally only about half of Black students in America are taking AP exams, in relation to their percentage in the overall student population.  Hispanics and Whites are taking the exams at a ratio at or near their percentage in the overall population. 

ETS data reports that “midlevel or above graduation rates” have improved.

 Asian/Pacific Islander students: 1990 = 44%, 1994 = 47%, 1998 = 53%, 2000 = 54%, 2005 = 63%.

White students: 1990 = 32%, 1994 = 41%, 1998 = 45%, 2000 = 46%, 2005 = 52%.

Black students:  1990 = 26%, 1994 = 32%, 1998 = 38%, 2000 = 47% (1% more than whites), 2005 = 51%.

Hispanic students:  1990 = 23%, 1994 = 30 %, 1998 = 30%, 2000 = 38%, 2005 = 44%.

HB 1642, awaiting the governor’s signature, encourages students to sign up for the next more difficult class in any progression, after successfully completing the previous class.  If we can find the funds and reach out to students, this could have a positive impact on curriculum rigor.

Personally, my hope is that more parents will seek to encourage their students to take the more rigorous classes and live up to the instructor’s expectations.  Some will, many won’t.  Over the years, my personal experiences with parent comments to me and to my supervisors have focused mostly around the parent’s distress over my expectations being too rigorous.  That suggests a factor that should also be considered in this discussion.