The Decline in Literacy Among High School Graduates: An Analysis
By many measures, the average high school graduate today is less literate and less numerate than graduates of one or two generations ago. This trend has become a subject of growing concern, with numerous factors contributing to its emergence. The increasing pressure to graduate almost anyone as well as a perceived dumbing down of the curriculum are just a few of the critical issues examined in this article.
The Impact of Graduation Standards
Historically, the practice of graduating students based on academic performance rather than sheer attendance or attendance records has been more prevalent. In the past, dropouts were more common, and those who remained in school were typically a more academically capable group. However, modern educational policies have shifted towards the goal of graduating almost everyone, regardless of achievement levels. This change has led to a significant decline in the overall quality of education received by high school graduates.
The Decline of Curriculum Rigor
Another factor contributing to the decline in literacy is the perceived dumbing down of educational curriculums. My nephew's experience serves as an example of this issue. He attended a well-regarded public high school in suburban Philadelphia, where he earned B's in his sophomore year. Despite this, he exhibited a severe lack of literacy, unable to read proficiently and lacking knowledge of basic arithmetic principles such as operator precedence. His school essays were limited to no more than four lines and still managed to receive B’s.
Teacher Quality and Expectations
The quality of teachers in today's schools is another major concern. The teaching profession, once a desirable and well-paying career for well-educated single women from affluent families, has undergone significant changes. Unionization of public school teachers in the 1960s has led to a devaluation of the teaching profession. Teachers at prep schools, like that attended by my children, often entered these jobs with significant pay cuts and shorter contracts, reflecting a view that teaching is no longer a highly valued profession.
In many public schools, teachers are not allowed to set their own curriculum standards; rather, they must adhere to requirements set by senior administrators. These administrators often dictate that tests and assignments be simplified, leading to a further decline in academic rigor. As a result, students are not expected to excel or demonstrate advanced knowledge, which in turn affects their overall literacy and numeracy skills.
Conclusion
The decline in literacy among high school graduates is a multifaceted issue, rooted in changes to graduation standards, curriculum rigor, and teacher expectations. While the educational system strives to make education accessible to all, it is crucial that we focus on maintaining high standards in the classroom to ensure that graduates are truly prepared for the challenges of the future.
Addressing these issues may require a reevaluation of educational policies and the teaching profession. By setting higher standards and valuing teacher quality, we can work towards restoring the literacy and numeracy standards of the past generation.