High School Skills versus Graduation: When School Policy Undermines Effective Practice (Volume 1, Episode 8)

Angela and Davey examine the detrimental effects on students when there are inflexible state education policies that force schools into "one size fits all" processes. The specific example discussed focuses on how many state departments of education evaluate districts on the percentage of students who graduate in four years. The discussion is grounded on a blog written by Dr. Howie Knoff who argues that prioritizing timely graduation over students' academic mastery and proficiency forces schools to compromise effective teaching and student learning practices. Dr. Knoff advocates for a competency-based approach to learning and graduation, suggesting that allowing giving some students more (or less) time to graduate will ultimately be more beneficial to their post-graduation success. Angela and Davey highlight how some state education policies are often based on flawed assumptions about teacher motivation and performance, how they can negatively impact at-risk students, and how they create an environment of stress and competition rather than collaboration and effective learning. Ultimately, they recommend a shift toward policies that support student proficiency over rigid timelines, and the need to use this example as a cautionary tale.