There are some very worthy ideas as well as areas of concern in the high school reform proposal being advanced by State Education Commissioner Mark McQuillan.

Local and state Association leaders had a chance to discuss the proposal with McQuillan when the commissioner focused his “listening tour” on a large gathering of teachers in Cromwell on January 25.   McQuillan is scheduled to get “intake” from state legislators and the governor by March 2008.  He will have details of the cost analysis of his proposal by October 2008.  The commissioner and State Board of Education plan to send a specific reform package to the state legislature in December 2008.

McQuillan’s current proposal suggests smaller learning environments, opportunities for professional collaboration among teachers, and promotion of 21st century skills for students.   Teachers support these aspects of the proposal.  Their concerns are over the new mandates and requirements that will arise as the proposal is made into a specific plan.

“Our fear is that this reform could become all mandates and no money,” said CEA President Phil Apruzzese.  “Exit exams don’t cost as much as smaller classes, professional development and new student learning opportunities.  It would be disastrous if legislators only adopted new tests and mandates without the significant resources needed to meet them,” he said.

McQuillan calls his proposal a work in progress. He acknowledged that money – specifically, lack of it – is a major issue. “This is the hot question of the hour,” said the commissioner. “We don’t have assurances that the legislature will adopt this proposal. We are trying to educate them and we will be asking them to look at what it will take to build a long-term plan.”

McQuillan added that such a proposal must be put together thoughtfully and that “whatever we do, we should do it well,” so that the legislature will sustain funding over a long period of time. 

Some of the proposals included in the state reform plan include: requiring students to pass exit exams in subjects such as algebra, history and biology; requiring seniors to complete a year-long in-depth course; increasing the number of credits required to graduate to 24; developing an apparent state curriculum; requiring teacher professional development programs that stretch into the summer; implementing a new five-year high school experience for underachieving students.

McQuillan said the high school restructuring plan will rely on a very heavy investment in Connecticut’s teaching force to engage students in new ways of learning. This could include new uses of technology for online learning, new before/after school and summer school programs, moving to a trimester schedule, and creating more block schedules. “We want to create a smaller learning atmosphere – one that is more personal and more intimate,” he said.

Teachers are concerned that some of the proposals could deter struggling students from graduating and increase dropout rates that are already too high. The commissioner indicated that requiring more challenging courses could reduce the odds of students dropping out. He said the goal is to create an atmosphere where students will want to be in school and will want to stay there so they can have the knowledge and skills needed to succeed in college and in a career.  A five-year high school experience also is being explored.

At the January meeting, sponsored by CEA, teachers told the commissioner that the system he envisions seems to presume that all students are college bound.  They said they are concerned about a one-size-fits-all curriculum.

The reform plan, approved by the State Board of Education in December, is the result of an ad hoc committee formed last summer to look at improving high school graduation rates and better preparing students for work and college. It also builds on several high school studies done during the past seven years, according to the education commissioner.

McQuillan said it is important for him to hear from teachers. “Teacher quality is at the forefront. Teachers are everything. That’s why I want to draw on your thinking.  We need your skills and strategies to make it work.”

Apruzzese said, “In the months ahead, as public discussion intensifies around the proposal, teachers welcome this public chance to contrast ‘what could be, with what is.’ Here at CEA we want to hear from members about what they think about the plan.”