The Department of Education released a study showing the percentage of high school graduates who selected accelerated-sounding classes has nearly tripled since 1990. However, although students are earning more credits in advanced courses, standardized test scores are not rising—in fact, scores are nearly at a standstill.
2009 report findings (the most recent available) show the nation’s 17 year-olds were scoring no higher in reading and math than they were in 1973. SAT scores have also dropped/leveled off since 2000.
Research shows that although the names of courses have changed, learning materials have remained the same. Advanced algebra may in fact just be algebra I, accelerated chemistry may be just chemistry, and honors English may cover the same material as college-placement English.
The study shows an increase in the percentage of students completing rigorous courses—in 2009, 13% of transcripts contained accelerated course completion over 5% in 1990. However, the failure rate is also higher on AP exams. Low scoring exams rose to 42.5% in 2010, up from 36.4% in 2000.
Experts have drawn a variety of conclusions from this study. Some say there might be a “watering-down” of courses while others believe administrators and parents are pushing children into accelerated classes without the proper preparation. Regardless of the reason(s), colleges are struggling to decide how to accept and place freshmen.
Interested in related articles?
More Classes Have Advanced Names But Weaker Content
High School Classes May Be Advanced in Name Only
