In the fight to drop dropout rates, lowering standards is counter-productive

At NoDropouts.org we’ve seen dropout prevention programs of all shapes and sizes. And in general, well like to say, that in a nation in which as many as 1.2 million students drops out each year, any effort to fight the status quo is worthy of support.

But a new initiative at Cumberland County Schools in North Carolina — part of a larger movement to decrease the rigors of school in order to get more students to graduation day — leaves us feeling uneasy. 

The basic idea: Don't give students failing grades for the first two quarters of each semester. "The whole idea was to not fail students early in the semester and to give them a chance to get their act together," Superintendent Frank Till told WRAL.com.

Not surprisingly, the new policy has received criticism from some teachers. 

"Say you have another kid who's trying hard and he also gets a 60. How is that fair? What lesson is that teaching both those children?" fprmer Jack Britt High School teacher Ben Van Etten said. "You've got to teach them early – as painful as it is – that you get what you earn."  

We agree. Lowering standards sends the message to students that school isn’t important – and while giving them the opportunity to “skate” might seem like a good way to keep them afloat, it only reinforces bad habits.

And while it might seem counterintuitive, the literature is clear: You can raise standards and graduation rates at the same time. Research shows that some key best practices include providing additional support so that students stay on track to graduate; extending learning time; providing challenging learning opportunities, even in catch-up classes, so that students remain engaged; aligning performance standards to college and career readiness and focusing on transitions from high school to college and careers (Quint, 2006).