Rigor, Relevance, and Relationships Lead to High School Success

by Megan Phaneuf, Former High School Consultant, Michigan Department of Education

Discussion at a recent Michigan State Board of Education meeting and review of current literature suggest that for schools to be successful, they must incorporate the Three R’s: Rigor, Relevance, and Relationships. High-achieving schools teach all students a rigorous academic core, show students the relationship between high school studies and future success, and provide students with personal support. For students with disabilities, a transition plan and services are critical to effective school outcomes.

Rigor

Too few students are taking rigorous courses, many high schools do not offer enough academically challenging courses, and only a select group of students is encouraged to take these classes. Regardless of whether a student enters a four-year university or a technical college, or heads straight to the workforce, every student needs to access a challenging curriculum that opens the door to personal independence and a successful future.

Currently, only 30 percent of Michigan high school students have access to the rigorous study now required for success in postsecondary education and the workforce. However, 80 percent of high school graduates indicate they would have worked harder had their high school demanded more out of them. Schools must offer academically challenging courses that are meaningful, and all students must be encouraged to take these classes.

Relevance

Schools need to move learning experiences from the textbook to tangible, real-world applications. Seeing how a mathematical equation is used on a construction site, for example, allows the students to see the relevancy of their education. The incorporation of relevancy into curriculum will provide more meaningful experiences for students, encouraging greater engagement and exposure to potential career pathways.

Relationships

Each student needs a team of people that is actively involved in her/his educational welfare, including parents, teachers, counselors, and the community. Each student needs a personal plan for progress that is revisited throughout high school. Every student should feel that her/his school provides a safe though challenging environment in which s/he can maximize potential.

All children in Michigan can grow up with the realization that their learning will not end with high school. It is also important to build partnerships with the business community, four- and two-year universities, community colleges, and technical training centers to support and supplement educational programs and policies. There must also be alignment between all schools within a district, from kindergarten to the 12th grade, ensuring students are prepared to advance and to ease the transition between schools and their move to higher education or the world of work.

Whether students achieve a four-year college degree, two year associate degree, or other forms of technical training after high school, continued learning will be a requirement for all who seek a good-paying job in this new century. With emphasis on rigor, relevance, and relationships, our teachers can effectively prepare our students for success after high school.

For more information about High School Reform, visit: www.michigan.gov or the U.S. Department of Education, Preparing America’s Future: High School Initiative at www.ed.gov/about/offices/list/ovae/pi/hs/index.html or Breaking Ranks II at www.nassp.org.

Source: High Schools that Work, www.sreb.org/programs/hstw/hstwindex.asp. High Schools That Work is an initiative of the Southern Regional Education Board, the nation’s first large scale effort to combine challenging academic courses and modern vocational technical studies to raise the achievement of career bound high school students.