Cached In: Preparing 21st Century Learners

As a Physics educator who has worked in the public school system for the previous five years, I am gifted with several opportunities to speak with former students regarding their life experiences since their graduation from high school. After speaking about the students’ degree programs, courses taken, and personal attributes of their lifestyle away from home (what happens in college stays in college), I usually take the time to ask a simple question in the rare event that the question is not answered beforehand.

Did (insert school name) prepare you for college?

The overwhelmingly resounding answer, with few exceptions, is that high school did not.

But, wait just a second…

My former high school of employment has the following mission statement: “(Insert Name Here) High School will strive to graduate every student college/career ready and prepared for the 21st century.”

In order for a student to be “College Ready”, students must meet their ACT (or equivalent standardized examination) benchmarks in the areas of English, Reading, and Mathematics. To be “Career Ready”, students must meet benchmarks on technical exams such as the WorkKeys, ASVAB and/or KOSSA examinations or earn an industry certification. Oh, yeah. I forgot. Students must graduate with an arbitrary 22 credits consisting of core and elective courses that are established by the Kentucky Department of Education.

Essentially, my former high school of employment believes that students performing well on four exams and who meet the graduation credit requirements are “college and career ready, and prepared for the 21^st century.” As a major advocate for standardized testing, even I can see the disconnect between the reality and fantasy land that exists between what it truly means to be “College and Career Ready” and what the state government believes makes a student prepared for the 21^st century.

Therefore, in a moment of quick-but-deep thought, I would like to propose a collection of generalized ideas, concepts, and principles that I feel would honestly prepare students for their continued education and their careers within the 21^st century. Consider the following a generalized diploma that has been generated as a result of pertinent readings regarding education and my own personal experiences.

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1. Students will be given intentional experiences to equip them with skills to do the following:

- Plan accordingly to solve a problem so that a solution and/or series of goals can be reached

- Use a myriad of data retrieval systems (electronic and non-electronic) to locate required information that is verifable, accurate, and useful

- Analyze and synthesize data and information in an effective manner in order to reach a correct solution to a problem

- Troubleshoot issues to help determine a solution to a problem

- Work efficiently and effectively as an independent individual or part of a larger group

- Take the initiative to seek assistance from outside resources whenever tasks involving a group or an independent student alone cannot determine the solution to a problem or subset of problems

- Lead effectively and follow others efficiently in all aspects of life

- Continue solving a problem, even if the solution involves great difficulty, until the problem cannot be solved any further

- Examine and empathize with multiple perspectives and viewpoints whenever solving a problem

- Use multiple perspectives and viewpoints to change problem solving strategies to find new methods of reaching a solution

- Critically think about facts, concepts, and principles across all content areas and life, and determine the connections that can be made as a result of critical thinking

- Critically and physically apply facts, concepts, and principles across all content areas and life, and utilize the connections that can be made as a result of flourishing creativity

- Communicate effectively in public forums and within interpersonal opportunities

2. Students will demonstrate their readiness to graduate from high school based on the requirements as follow:

- A MINIMUM of 23 arbitrary course credits

                 - 3: English (English Literature, Writing in the Sciences, Writing in the Arts)

                 - 4: Mathematics (Algebra 1, Algebra 2, Geometry, & Precalculus)

                 - 3: Science (Integrated Science, Biology, and Chemistry OR Physics)

                 - 3: Social Studies (US Government, US History, European History)

                 - 1: Health/Physical Education

                 - 1: Foreign Language

                 - 2: Arts/Humanities

                 - 2: Technology/Computer Science

                 - 2: Life Literacy Course

- 3/5 ACT Benchmarks are met in the areas of English, Reading, Mathematics, and Science OR Benchmarks are met on the WorkKeys, ASVAB and/or KOSSA examinations (see the benchmark scores on the Kentucky Department of Education for a detailed breakdown)

- All students must complete one Advanced Placement course, one dual college credit course, or one career certification course; final examinations do not have to be passed

- Completion of a student portfolio that consists of at least five research/literary papers (from five different content areas), three mini-projects (from three different content areas), and three large projects (from five different content areas)

- Completion of a one-hours presentation of a student portfolio that consists of consists of at least five research/literary papers (from five different content areas), three mini-projects (from three different content areas), and three large projects (from five different content areas); this presentation must provide a rationale for including the selected items, how the selected items increased her/his knowledge/skill sets, and how the selected items have made the student more able to take on the challenges of the 21^st century. Students will be required to reflect on how each of the selected items could have been improved to provide the students with an even stronger preparedness for the 21^st century.

- Completion of a school leadership plan that demonstrates the student as a leader who has made a positive impact on the school, its culture, and/or with its population (students, faculty, and/or staff)

3. Students will be given an opportunity to experience “Deeper Learning” as each of the core courses (as described above) will be taught using the frameworks as described by Lez, Wells, and Kingston in Transforming Schools: Using Project-Based Learning, Performance Assessment, and Common Core Standards.

4. Students will be provided with meaningful and in-depth experiences with service learning and career interests as well as on going opportunities to experience and explore both visual and performing arts are required

5. College/Career Planning Seminars for all students, held each trimester, will assist students in creating a pathway for students to effectively transition from high school into college and/or the work force. College seminars will be required and will involve student and teacher knowledge of specific college graduation requirements, degree programs, and methods of contact for relevant college representatives for student outreach. Career seminars will be required and will involve student and teacher knowledge of specific job requirements for certification and methods of contact for relevant business and department employer outreach.

6. Students in all courses will be required to complete, with revision and multiple attempts at mastery, at least one research/literary papers, one mini-project (small projects), and one large project as outlined by each specific teacher in a twelve week course.

7. Students will be “prepared for the 21^st century” by taking at least two life literacy courses that contain curricula pertaining to: budgeting money, opening and maintaining a bank account, writing checks, balancing a checkbook, using debit/credit cards, buying a car through financing or no financing, how to pay bills, completing medical-related paperwork, paying taxes, applying to college/scholarships, writing job resumes, enrolling and using insurance for car/house/medical, using the local courthouse/city hall, laundry, ironing, completing minor fixes to household appliances and vehicles, and learning their rights as United States’ citizens.

8. Students will understand the benefits and moral/legal issues related to the use of social media in modern society

9. Students will learn the importance of establishing and maintaining a clean school (environmentally and socially) 

10. Students will construct the meaning of being a U.S. Citizen, a Citizen of Kentucky, and a Citizen of her/his local community

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While the criteria described above are complicated, my question to you is the following:

Which set of criteria would be a more accurate representation of how to prepare students for the 21^st century in terms of their colleges and careers; the original criteria set by my former students’ high school (and the state of Kentucky) or the criteria established above?

At this point, I have no other option but to cache in the rest of my thoughts.