“Gap years shouldn’t be just for students recharging from academic burnout. As a policy consideration, gap years can be implemented for struggling students to prepare them for higher levels of study.”
Each year, my colleagues and I design and implement plans focused on supporting our academically vulnerable students. For schools like mine, the percentage of incoming students who are not prepared for high school is astonishing. Imagine an incoming freshman class where over 60% of students are performing several grade levels behind – especially in the core content areas of math and reading.
For those who follow trends in urban education reform, the idea that schools can be overwhelmingly populated by under-prepared students is not a new phenomenon. However, what remains true is that schools experiencing this challenge must have a clear strategy in place focused on interrupting the cycle of low achievement that traps scores of young people. The most commonly deployed strategies usually involve heavy reliance on blended learning initiatives, schedule manipulation, and overly used canned instructional programs. This isn’t to say that either of these strategies, individually or collectively, are worthless; however, the quick wins that they produce (and that we crave as educators) do very little to address the full range of academic problems that paralyze many students. Continue reading