New Haven Independent

At a public meeting with the state’s new education commissioner, they said: Don’t ignore urban needs. And don’t load us with new graduation requirements like algebra two and a senior thesis without the back-up money and the trained math and science teachers to do the job!

That unified message was delivered with tones of caution and some skepticism by Board of Education members, teachers, and students who crowded the auditorium of Hill Regional Career High School Monday night to voice their responses to the state education commissioner’s evolving designs for high school reform

Only a year on the job in Hartford, Commissioner Mark K. McQuillan proposed perhaps the most significant high school graduation requirement reforms in a generation.

McQuillan (pictured) said he is alarmed by Connecticut’s slide from leadership in education achievements, symbolized in no small part by some of the worst racial and income achievement gaps in the nation.

The big news he brought to Career High Monday was that his high school reform program has now morphed into an even broader “secondary” school reform proposal that would begin as early as sixth grade with significant changes in curriculum, styles of teaching, new required subjects, and state curricula and mandated tests.

“We haven’t fallen off the cliff yet,” McQuillan said. “But we’re declining” as we compete not only with nearby Massachusetts, which is making breakthroughs because of legislative commitment of funds over the long haul. He added that the competition is with kids in China and India as well.

As BOE members, students, and more teachers and curriculum coordinators such as Richard Therrien (science) and Karen DeFur (world languages) listened on, McQuillan outlined his reforms.

He wants to add rigor: 24 credits required to graduate (as opposed to the current 22), including required new core curriculum with five state-mandated tests in Algebra 1 and 2, biology, English 2, and U.S. History.

In addition, he now plans a two-year world language requirement (currently there’s none); a new international studies requirement; a half credit in civics requirement; and a senior thesis or demonstration project.

The latter is based, said McQuillan, on a new type of engaged style of teaching: more small groups, more technology driven, and less of the old-fashioned “talk and chalk.” The approach envisions each student having a mentor beginning in middle school, devising a “success plan” that helps in the choice of courses, and culminates in the senior project.

Along the way embedded in the curriculum are also what he described as 21st Century learning skills that range from critical thinking to punctuality

Backed Up With Bucks?

More than a dozen people came to the microphone to give the commissioner an earful of urban advice. If the state mandates chemistry as well, said Richard Therrien, then is it going to provide enough labs for all those kids to do the science correctly?

And Karen DeFur wanted to know that if the state-written model curriculum in her area, newly required foreign languages comes about, what about the terrific new curriculum developed in the district already?

Board member Ann Levett (pictured in front) was especially concerned that the plan be fully funded and that the teachers be found in the hard subjects.

“I’m working hard,” McQuillan said, “on certification requirements so we can find the teachers.”

Speaker after speaker urged that urban districts, which include 30 percent or more of the state student population, should be represented in the planning.

“We’re building a safety net into the test taking,” he said, “so that if a kid fails the algebra test, for example, because, say, he’s an immigrant, he can go on to the next class, but retake the test in the summer.”

Twenty-two-year math teacher Andy Wight was skeptical. He pointed out that students at Career already take 28 credits to graduate, have four years and often five of math and a minimum three and often four or five in science.

Admittedly Career is a specialized school, and the commissioner’s new framework is a bottom line for the whole state.

“Still,” said Wight, “what you have up there is far from cutting edge. Where’s the physics and the A.P. courses?” McQuillan said it was all flexible, and bright kids could test out of subjects early — say algebra in the eighth grade — and “go on to great heights.”

Yet another even more skeptical voice, which did not want to be identified, was heard in the aisle to say, “Coming to class on time is a 21st century skill? Are they kidding? They’re using the language of education reform, but what they have up there is not cutting edge, it’s DOA. How do they stay awake during their meetings?”

Still there was generally polite gratitude for the enterprise and complete agreement on the urgency, the declining competitiveness of all too many Connecticut students. While one teacher said he felt the entire enterprise was all too driven by the pressure of businesses unhappy with the state’s graduates — McQuillan said to operate many modern machines an operator needs to know that Algebra 2 — there was general agreement that serious reform is necessary. And there was recognition of McQuillan’s obvious passion for the reforms’ ultimately creating equity from district to district, rich and poor alike.

Therrien and DeFur were especially pleased that New Haven Public School students spoke up for the needs of the urban districts. Board members repeatedly said, in effect: Show us the teacher training and show us the money.

McQuillan said, “We will not begin this until we identify those things that are absolutely essential and financially non-negotiable, and that’s when we’ll bring it to the General Assembly.”

That’s set to happen in 2009. If enacted and funded, the new requirements would affect public school students entering high school in 2011 and graduating in 2015.

For a full list of new requirements in development, and Q & A on the reforms, or to submit your own ideas to the commissioner by email, go to the state Department of Education’s website