"327 Seniors Still Need to Pass Tests to Graduate"

Annapolis Capital Newspaper, October 1, 2009

D. Alethea Hession
October 14, 2009

The Annapolis newspaper The Capital reported the first week of October that the

Maryland State Department of Education (MSDE) had determined that 327 seniors (25 from

Annapolis High) had not yet met testing requirements for graduation. In order to assist seniors in

meeting the scoring requirements in algebra, English, biology and government by June, schools

have begun to provide additional tutoring. Students may also complete "bridge" projects to

prove proficiency. In certain rare circumstances, the State may grant a waiver altogether.

Some discussion concerning the level of difficulty of the tests has arisen. State board

member S. James Gates, Jr. suggested that the standards may not be tough enough since only 11

seniors were held back last year statewide. Many students enter college and require remedial

courses, Mr. Gates commented. County school superintendent Kevin M. Maxwell responded

that the testing standards provide a baseline across high schools in Maryland to standardize high

school education. Higher standards can be achieved through Advanced Placement (AP) and

International Baccalaureate (IB) courses.

An encouraging trend addressed in this article is the accommodation of students through

bridge projects. Such accommodation recognizes that academic learning and assessment can

take place in different forms beyond traditional methods. Also, bridge projects can provide the

opportunity to make learning authentic and relevant by engaging student participation and

critical thinking skills. This constructivist approach prepares students with skills for life, not just

with a baseline of academic knowledge.

Finally, this article addresses a deeper issue: whether baseline assessments for graduation

are stringent enough. The discussion of standards for graduation opens a deeper discussion
about what citizens in a democracy need to know. The State of Maryland believes that some

knowledge of science, math, English and of how government works is important for graduation.

But are these standards important for an educated electorate? The baseline is not for students

who are furthering their academic education beyond high school. The baseline is for the vast

majority of upcoming young citizens who must seek employment and enter the workforce, who

will be voting, supporting families, making healthcare decisions and facing similar life

challenges. These young citizens must be the focus when educating and assessing students for

graduation. Perhaps the focus should not be if the standards are tough enough, but rather are

they relevant.