Indiana’s new proposed legislation on altered diploma requirements redesigns the purpose of a high school education, which I believe will have negative consequences for students across the state, with regard to the diminishing skills of global-mindedness and perspectives. The new, revised plan, brought about after critiques from colleges, parents, and advocates across the state, includes a singular diploma option as opposed to the previously proposed two, yet still lacks sufficient requirements in fine arts, world history, geography, and economics.
This proposed plan includes the restructuring of high school diplomas through the elimination of world history, geography, four-year math, foreign language, fine arts, and career and technical education requirements, in favor of work-based learning, meaning a greater emphasis on earning readiness seals for employment, enrollment, and enlistment as opposed to preparing and encouraging students to pursue a college education or experience more academic pursuits.
As a high school senior in Indiana myself and leader of an educational organization, I disapprove of the lack of emphasis that the state is placing on aforementioned core subjects. I began my organization, Global Learners, as I saw failures in our school systems in offering students information and programs centered around global events and the application of them. Specifically, prior to the founding of my organization, there were no curriculum requirements or adopted lessons that many schools used to educate students on global events, including the development of critical thinking to actually tackle real issues. The study of the world truly gives students new perspectives.
I took this challenge directly to classrooms and began to work with students from small, rural elementary schools all the way to large, more urban Indiana public schools. Seeing these students thrive early on with the incorporation of global events and situations into lessons, activities, projects, and small focus groups has made me feel hopeful for the future of young students as they progress into high school.
A study published by the American Historical Association has found that students with a strong background in world history demonstrate better critical thinking and analytical skills. This translates into higher performance in college and professional settings, which should be encouraged by schools. General intellectual skills, community participation and academic enrichment are also known effects of enrichment in civic and global education. On the other hand, work-based learning does not contribute to cognitive skills development or academic achievement, although immediate employability rates are higher.
We have young generations that must grow up feeling encouraged to learn about their world through in-school studies, not a school system pushing them into work environments when they are fifteen and discouraging them from taking important classes. We are not just lowering the standards of a real education via these changes, but we are discouraging students from thinking critically on academic areas.
To illustrate the earlier point about school systems needing to encourage their students to learn about critical areas of study, students cannot be expected to follow what they feel is “right” for them this early on in their careers with regard to the pathway they will choose. Whether it is entering the workforce, attending a college, enlisting in the military, or another path—this new emphasis really pulls students away from academic pursuits. As the general educational standard is lowered and the focus is placed on work-based learning, many students may unknowingly gravitate toward this new norm of being in an office or other work setting, as work is being emphasized more and academics and focus on global learning is less. They will however be unaware of the potential future consequences of their choices to pursue a more work-focused path that will limit their opportunities in higher education. For example, if a student desires to work in a retail setting as their school has encouraged them to pursue this as opposed to taking world history and fine arts courses, later on (post-graduation), if they realize that they are uninterested in working in that setting, then it may be harder to travel backwards, as they have already been ushered away from academic pursuits. If they decide to stay in that work setting post-graduation, they will still have little global perspective that had not been taught in high school to base their lifelong knowledge and perspectives on the world on. Either way, this emphasis on work is limiting.
One may argue that these opportunities will remain available for students who want them, even if they are not required. Nonetheless, this may not be the case: Many rural Indiana school districts could be forced to make cuts and restructure programs and classes, potentially getting rid of certain non-required ones. In a quote to WRTV, the Indiana State Teachers’ Association Vice President Jennifer Smith-Margraf supported this. The potential lack of available classes places many students at a disadvantage, especially if they seek to attend a four-year college. Even in those schools that have adequate funding and can afford to keep those classes, one can expect to see negative consequences, such as less encouragement to take unrequired yet highly important classes as the student environment is shifted towards pursuing shadowing, mentoring, and other work-based opportunities, as opposed to core academics.
“In school” experience is essential for students’ success. Of course, providing students with opportunities to intern for local businesses or nonprofits can be an exciting way to motivate them and give them a direction for their future. Yet shifting the focus to work-based learning could divert attention away from prospects of a higher education and would fail to provide students with fundamental skills that they should acquire. I believe that schools should, to a certain extent, provide work-based experiences to students, but not at the cost of neglecting fundamental subjects. The priority should remain in building a core education.
Critical thinking, creativity and expression, interdisciplinary skills, adaptability, and potential for greater civic engagement all result from taking core classes that the state now seeks to deemphasize. It is essential not to divert our focus, especially in times of turbulent national and global circumstances.
