This post originally appeared at New Profit on September 29, 2016.
Over two decades ago, I served as an educational advocate for the State of Rhode Island. It was my charge to act as the parent for a caseload of about 80 youth who were wards of the State that either identified or were suspected of having special educational needs. My caseload was very diverse. Students had serious learning disabilities and/or behavioral issues. As wards of the State most were living in poverty and the majority came from what are often called minority groups. Despite the wide array of challenges, I ensured that the adolescents in my caseload all earned, and were granted, their high school diploma. This, despite the fact that these students often had not learned the things our society expects of a high school graduate. How was this possible?
The reliance on seat time for awarding course credit allows for any student who passes a class that meets for the required 120 hours of instruction to earn credit toward graduation. The 120-hour requirement was established by the Carnegie Foundation for Teaching over a century ago and still governs what a high school diploma entails in nearly every state in the union. Typically, students are required to pass 20-28 courses in order to earn their high school diploma. As an advocate for youth in State care, I made sure that schools were paying attention to each student’s transcript and awarding him/her the credits earned through sitting in class.
Did I do these students more harm than good? Over the past 20 years, I have pondered that question often. I was complicit in sending adolescents out into society with a diploma that didn’t necessarily reflect whether they had mastered the requisite education to become functioning adults in a democratic society. Despite my well-meaning advocacy, was I setting them up for failure? (more…)