When universities increase their entrance requirements, the effect is felt at the high school level, a group of principals told education officials Monday.
The principals pleaded for more flexibility in preparing high school students for higher education, rather than more restrictive requirements. They made their presentation to the Liaison Committee, which represents both higher and public education in Utah."We need more freedom," said Bountiful High School Principal Rulon Homer. He said his school is working toward more flexible programming for high school students in order to meet their various needs. Requirements for an additional year in both math and science as a prerequisite for attending the University of Utah or Utah State University complicate already crowded schedules, he said.
Mountain Crest Principal Mike Salveson made the same argument that "when you have too many higher education requirements, you take away a high school student's options." His school also is in a restructuring process that is putting emphasis on outcomes rather than seat time, he said.
"The universities should define the skills they want in their applicants and leave the units to us," he said.
"Our parents are increasingly frustrated at trying to get in all of the required classes (for their children) and still retain a seven-period day," said Principal Douglas Beer of Woods Cross High School.
The principals suggested that arts, music and other classes that are optional, but very important to some students, get slighted as students try to schedule all of the classes necessary to get into the university of choice.
The increasing demands also impact on release time, which allows many students to have a period each day for religious instruction or other activities. The costs of absorbing those students into the tax-supported program could rise, he said.
The principals agreed that part of the problem is a perception in Utah that the majority of high school students will go on to college and complete at least a bachelor's degree. In reality, only about 20 percent actually do, and only 13 percent of the state's jobs require baccalaureate preparation. But the students' selection of high school courses is affected by what they and their parents perceive about their post-high school expectations, they said.
The school leaders pleaded for more dialogue between public and higher education before decisions are made that affect the public schools.
"We need to mutually explore the issues," said Beer. "We recognize that higher education has needs, but we need to come to a meeting of minds, to coordinate what we are doing."
Higher Education Commissioner Cecelia Foxley said she had felt the message about increased admission requirements was getting out in time for high schools to make adjustments. She also noted that only two of the state's nine institutions of higher education have the expanded math/science requirement and that students are being encouraged to go to the other seven to begin their post-high school studies.
Clifford LeFevre of the State Board of Regents also commented on the number of remedial courses being taught at the higher education level - 7,500 of them currently - as an indication that public education is falling short in its preparations of students.
State School Board member Katharine Garff stressed, however, that the crux of the problem is conversation between higher and public education. She said the liaison committee is the logical place for such dialogue.