bandwagon \ban(d)'-wag'-?n\ n: a movement that attracts open support or approval because it seems to be winning or gaining popularity, [i.e. Redesigning Idaho’s High Schools.]

Four high school seniors, Cortney Butikofer, Rachel Gordon, Trissa Howard and Shara Masulonis, met with me at my home the other evening. They were concerned about the Idaho State Board of Education’s proposed changes in the rules governing high school requirements. I am always thrilled when young people get involved in public policy and listened intently to their well-prepared presentation. They had obviously done their homework and understood the Board’s rule changes. The proposals, dubbed “Redesigning Idaho’s High Schools,” call for the following changes:

The students and I certainly agree with the goal of the State Board to better prepare high school students for college. More math and science—that’s a good thing. A more rigorous high school curriculum—sure! But we are puzzled by the sudden rush to implement such monumental changes without sufficient input from our school teachers, administrators and parents. It is our feeling that a number of issues need to be examined more closely before the legislature approves the rule changes proposed by the Idaho State Board of Education.

First, there is some question regarding the relevance of the data upon which the Board is basing its decisions. The Board claims that only 77% of Idaho students are graduating from high school, yet Madison at 93%, Fremont at 92% and Sugar-Salem at 99%, are well above that average. Shouldn’t reforms focus more on problem areas rather than create across-the-state mandates? The Board’s observation that only 14% of Idaho high school freshmen graduate from college “on time” is based on statistics tracking only those students who attend Idaho universities. They do not include students who attend out-of-state universities such as BYU, Utah State, etc. And those students who “drop out” to work, serve church missions or serve in the military are not considered graduating “on time.”

Requiring every student to take additional math and science classes will significantly limit electives. 49.5% of the high school students at Madison are enrolled in orchestra, band or choir. Most of them are also enrolled in L.D.S. Seminary. Will students be forced to choose between music and religious instruction? Furthermore, as orchestra conductor Rick Hansen points out, studies show that learning music greatly enhances math skills. It’s all wagon and no band on the Board’s bandwagon.

Which brings us to the next problem: Money. Money for facilities and faculty. During any given class period, approximately 20% of the high school student body is in LDS Seminary. If those students are brought back into an already over-crowded high school, where will they go? Or, if large orchestra classes are disbanded in favor or math or science classes of 20-25 students, how will we provide classrooms for the instruction? Additional faculty will have to be hired, especially math and science teachers. The State Board estimates that the two additional math classes and one science class will cost the State of Idaho over $16 million per year. All this despite an already inadequate budget for existing educational programs.

Of greatest concern are the students who do not plan on postsecondary education. Replacing vocational and other technical electives with additional math and science will limit their abilities to prepare for vo-tech schools and the work force. Students who are already struggling with math will not benefit by being forced to take even more advanced courses. Many will fall off the wagon and drop out of high school entirely.

No one is opposed to improvements in our high school curriculum, but let’s dedicate the time and resources necessary to make it work. Let’s involve more educators, students and parents in the redesigning process. Since our children are all going to be riding on the bandwagon, let’s make sure we get it right this time!