Graduating high school in 4 years, yes or no?

[Debi]

In my daughter's 4th grade IEP meeting I asked the question, "Will my daughter be able to take longer than 4 years to get her general education diploma if she needs longer? Will my daughter be able to earn high school credits toward a general ed diploma if she takes remedial/special education class time?" No one knew the answer to those questions.

I'm not complaining, they are elementary-level. But I would like the question answered. Even though she is beginning 4th grade the IEP team who told me a few months ago that she is "essentially on grade level" is now stating she is below grade level. In my planning for next year and each year after that my primary goal is to ensure by the time she is a freshman in high school she will be able to earn enough credits to graduate high school. If anyone could offer me guidance/advice I would appreciate it.

[Cathy McCaughan]

A student with an IEP can remain in school until they are 21, regardless of the type of diploma they eventually earn. There are helpful links here and here.

[Debi]

So if a child has an IEP they can take 6 years to get a general ed diploma, but a general ed student without an IEP can only have 4 years?

[Cathy McCaughan]

Yes.

[granma2]

No, that's not exactly true that a regular ed student can only have four years. In addition to summer schools, e-learning, plato, and recovery credits, a student who is making progress but doesn't have the credits to graduate can stay in high school another year at the discretion of the principal. I believe permission is almost always given provided the student has not and is not a discipline problem. It's decided on a case by case basis. Excessive absences, tardies, and discipline referrals help the principal make the decision.

And Debi, your child can graduate with a regular diploma if she passes the End-of-Course exams in algebra, biology, English, and American history in addition to acquiring all the required credits for a regular diploma. Work in a special ed classroom can become one of her electives, or she can take a core course in a special ed room. With the new Tennessee Diploma Project, these EOCs are supposed to be very difficult from what I've heard. It's all about what Vic's been shouting about -- increased rigor of the standards. It will make it more difficult for your child, but with high standards for her now, and continued rigor through middle school, perhaps she'll be okay.

[Debi]

Thanks to you both for your info.

[Jennifer Lubke]

It appears the SchoolMatters community has provided you with some satisfactory responses regarding the specifics of your question. Generally speaking, I'd like to put in my two cents. The idea of a one-size-fits-all education, neatly packaged and delivered in four years is as dated as the whole industrial era school model itself. Your post reminded me of a 2007 article about how New York City is dealing with students who can not successfully navigate the traditional four-year model. As long as arbitrary benchmarks, outcomes, and end-of-course tests are the only officially sanctioned measures of learning, it will be hard to convince the public to bankroll a school that treats learning as a process, not endpoint. Everyone is so brainwashed by the century-old, assembly line model of education. The assembly-line mentality maintains a tight grip, even on those who benefit from progressive reforms. Example: in the Times article 21-year-old Camry Petillo in Queens “finished” her program in June but decided not to attend her graduation: “I didn’t feel like I had a lot to celebrate,” she said. “I knew I should have been up there years ago.” So sad.

[Debi]

You put that so well.

[Ginevra]

Thanks, Jennifer, for an excellent article with some worthwhile.

Not to nitpick, but the following still sounds like an "arbitrary benchmark" to me:

"New York officials acknowledge that students should complete high school in four years... For all students, the efforts end at 21, when the school system is no longer required by state law to educate them."

Personally, I think that if students are ready for college-intro-level classes at age 16, that should be available for them. Take an exit test; if you're ready, move on. Use your time and money (as well as the public's time and money) as efficiently as possible.

And then we'll use those efficiency savings to help educate citizens who need MORE time instead of less.

(However, given the way a majority thinks according to arbitrary benchmarks", it may take much tougher financial times for flexibility to reach younger, faster students as well as the older ones)

[Debi]

That's another good point. I'm all for fast track programs. Likely a lot of high-achieving students would, too. Medical school takes a long time to get through, a two year head-start would be awesome for surgeons & the like.

[Darlene Hunter]

I have a friend whose son is doing this. He is just now finishing his second year in college. However, when he starts back in the fall he will be considered a Senior because of the credits he started college with. Therefore he will be entering medical school early. He went three years to Farragut and one at Webb. I have another friend whose daughter just finished her first year of college but will be entering pharmacy school next semester, a year early, also because of the credits she started with. She is another Farragut grad. My daughter is still a Junior in high school so I can't say yet how many credits she will start college with, but she will have several. She attended Karns and will graduate from HVA.

[Jennifer Lubke]

Agreed. And I think the flexibility is coming for the gifted, self-directed learners who have the means and the access to AP curriculum, online courses, and so on. Darlene's reply is a good case in point.

[Debi]

The issue for me isn't if she can go until she's 21 (God have mercy on her soul if that happens) but if she does require more time if she HAS to receive a sped diploma or can still earn a general ed. I'm guess a failing report card = sped diploma?