In 2007, Massachusetts developed a Common Core curriculum (with some tweaks over the years). Until recently, the Algonquin Regional High School administration defended its decision to not adopt the standard — touting the school’s independent standards as more flexibly supporting students needs.
But, thanks in part to the state using special grants as an incentive, ARHS is changing it’s tune. Starting with next year’s incoming freshman, ARHS students will have to meet the MassCore requirements to earn a diploma.
Once in effect, changes will only significantly impact about 10% of future students. That is mainly comprised of students who wouldn’t have been planning to apply to colleges after graduation.
One pitched benefit for the new standards is increasing “academic rigor”. But it’s clear that a significant motivation was also access to a grant that isn’t available to non-aligned schools. The administration is hoping for funding to help develop its Innovation Career Pathways program.
What are the Changes?
Under the new plan approved by the Regional School Committee last month, the requirements will first apply to the Class of 2030.
At last month’s Regional School Committee meeting, ARHS Principal Sean Bevan outlined the changes needed to make Algonquin’s standards meet DESE’s Core Curriculum standards.
The two changes that will impact the most ARHS students are an increased requirement to meet state standards, paired with a decreased requirement to offset its impact on students’ schedules:
- Fine & Performing Arts requirement is doubling from one semester to two.
- Freshman will no longer be required to take a semester of the Digital Literacy class or an alternative class exploring computer science.
A requirement for one semester of Fine Arts was already an increase for the Class of 2027 and beyond. Prior classes (including current seniors) were able to take either a Fine Arts or Applied Arts class.
The other changes are increased requirements that will impact the about 10% of students who don’t follow the school’s Course of Study for students who plan to apply to colleges:
- Increasing Math requirement from 3 years to 4 years
- Adding a requirement for two years of World Language classes.
ARHS guidance already stresses to families that the above criteria are strongly recommended for getting admitted to universities and required by state colleges. And, according to Bevan, most students already meet the criteria.
Addressing Impact on Struggling Students
The administration pitched that some freshmen with learning disabilities on IEPs (Individualized Education Programs), who wouldn’t have been able to fit it in a year long band/orchestra course will now be able to. (Academic requirements and student support courses limit the number of periods available, and the Digital Literacy course used up a period for one semester.)
Of course, one issue the administration had to address was whether the new, higher standard would be too much for some students. According to Bevan, 90% of ARHS students have already been meeting the MassCore Math and World Language standards.
In a memo to the committee, Bevan promised:
To support the remaining students, particularly those who face challenges in math or language acquisition, we are planning targeted measures to help them meet the new expectations.
In the October 15th meeting, Assistant Superintendent Stefanie Reinhorn acknowledged that for students with language based disabilities taking a World Language might be really frightening or challenging. She noted that the administration will be able to waive World Language requirement for some students with IEPs that struggle to meet it. But she also described that they are working on better addressing how to teach World Language to students with special needs.
She said the World Language department head has been talking with Student Support Services about the change and shifts in focus “around proficiency based” education to “create greater accessibility”:
It is less about memorization and grammar rules and more about language use and acquisition and expression.
She followed that she believed that some of the Student Support Services people who had been very concerned felt a lot better.
I still had questions about other impacts of the new requirements on specific student groups. So I reached out to Bevan.
Since the discussion had focused more on World Language, I wondered about the impact of adding an additional year of Math on the students with learning disabilities. I also wondered if there is an alternative level of diploma available for students with severe challenges who are on IEPs.
The Principal responded:
I have begun work with the Special Education team to determine how we will support our students with disabilities to meet the graduation requirements. I anticipate that we will continue to have the ability to approve waivers for students who have specific, documented disabilities in a given content area, not just World Languages. Historically, for students who did not pass MCAS but who passed their classes, we presented them with a certificate of attainment at graduation, which was not a diploma but which permitted them to participate in graduation activities.
I also asked about the impact and fairness of adding new language requirements for Multilingual Learners. I wondered if students who are fluent in another language (and already struggling to learn/improve their English Language proficiency) had the ability to test out of the requirement.
Bevan responded:
We do have some students who are ‘heritage’ speakers of another language, typically from speaking the language at home, and we have a few mechanisms for them to be credited with that knowledge. They are: the Seal of Biliteracy and classes for ‘heritage’ speakers in Spanish and in Portuguese. The heritage classes count for credit toward the graduation requirement are aimed at students who already speak either Spanish or Portuguese and are looking to improve literacy skills in the language. The goal of the courses is to help heritage speakers develop advanced language and literacy skills and connect with their heritage culture. But, those students may not test out of the requirement.
It’s worth noting that ARHS’ Multlingual students’ languages extend far beyond the World Language classes that Algonquin offers. Additional languages include ones from Asia and Eastern Europe. And in the most recent English Language Development presentation to the Regional School Committee, program Director Selvi Oyola noted that about 7 ARHS students in English Learner program were:
at their foundational levels, at the very beginning of their English language development journey, requiring increased and systematic instruction and academic support.
In the October meeting, committee member Kathleen Howland was the one member to oppose the change. Referring to results from a mental health survey, she said:
we’re not on the back side of the curve. It still seems like we’re going up and up. So, increasing rigor gives me great pause. I think it’s wonderful as well to have the arts included. That gives and requires people to take a meaningful break that does engage one’s creativity in one’s executive functioning. But I’m very concerned about any more stress on these young folk until we get some sort of traction in that direction. And I’m not clear that we’re there yet.
Why the Changes?
After the MCAS graduation requirement was abolished, there was a lot of talk in the education community about what standards schools should have for graduation. (ARHS’ and NSBORO’s administration didn’t cite that as the reason for revaluating the policy, but that may have played a role in the timing.)
Academic Rationale
In last month’s presentation, Bevan told the Regional School Committee that the higher diploma standard will better meet expectations of both universities and employers.
But FAQs posted by DESE (Mass Dept of Elementary and Secondary Education) make clear that the intent of MassCore’s standards is to increase the number of students who enroll in colleges and universities.
And a DESE communication geared at parents highlights MassCore as preparing students for some level of additional education beyond 12th grade:
If students want a job that will support a family, provide health benefits, and offer a chance for career advancement, they’re likely to need an education beyond high school: at least a two-or four-year degree, apprenticeship program, military training, or workplace license or certification.
Grant Funding
In the presentation and memo, Bevan referred to the school’s desire to tap into a grant from DESE for an Innovation Career Pathways (ICP) program that isn’t currently available to Algonquin. DESE’s website describes that ICP is designed to:
give students coursework and experience in a specific high-demand industry, such as information technology, engineering, healthcare, life sciences and advanced manufacturing.
I asked Bevan when DESE added the MassCore requirement for accessing grants (or some grants). He believed it may have always been a criteria for ICP since it was launched in 2017.
As for why ARHS is seeking the grant:
One of our strategic priorities is to enhance students’ awareness of diverse careers and to create opportunities for them to experience these careers firsthand in workplace settings. ICP would allow us to expand and deepen that work. So, one benefit of aligning with MassCore would be that it opens up opportunities to receive funding for ICP specifically and possibly other programs – in career development or other areas – in the future.
In December of 2023, the school hired a Career Exploration & Innovation Leader. Early efforts were aided by a grant from the Northborough Education Foundation.
In October’s meeting, committee member Joan Frank asked if the school would have to wait four years to apply for a DESE grant. Superintendent Gregory Martineau didn’t think so. He explained that the application simply asks whether or not the school aligns with MassCore. He seemed to believe that simply having the policy in place next year for future graduating classes would be enough to qualify.
