As someone who was just an average student, I often felt the weight of that label. My teachers and peers, especially my honors student friends, were acutely aware of my academic standing. Despite this, I found joy in my honors English class, which became my safe haven in an otherwise challenging school environment.
Graduating without the honors ribbon that many of my peers received left me feeling diminished. Now, as I watch my son graduate without similar accolades, I can’t help but reflect on our family’s average academic journey. My children occasionally make the honor roll, but it’s not a regular occurrence. I’ve come to terms with our status and hope to instill that acceptance in them, unlike my own experiences.
Despite my family’s average academic performance, I believe it’s essential to retain honors programs in high schools, even if my children may never participate. Recently, the Vancouver School Board announced the elimination of honors programs in math and science, following the phase-out of the honors English program. According to The Globe and Mail, this decision stems from the district’s commitment to equity and inclusion, aiming to allow all students to engage fully in all areas of the curriculum.
I appreciate the intention behind this move; I recall feeling excluded and lesser for not being part of honors classes. However, I also valued having an environment where I could learn at my own pace, just as honors students deserve that opportunity. Natasha Green, a parent and VSB alumna, shared her concern with The Globe and Mail, stating, “It’s interesting that the VSB cites exclusion as the reason for removing these classes when they were places where I felt safe.”
Parents are understandably anxious that their children may not receive appropriate challenges under the new curriculum. Just as I once wanted my son removed from a difficult chemistry class, many parents want to ensure their kids are placed in suitable courses that encourage growth. Children learn in diverse ways, and it follows that there should be varying levels of classes to accommodate their needs.
Moreover, I wonder about the impact on teachers. It seems a daunting task to expect one instructor to tailor lessons for students with vastly different academic abilities. Isn’t that the very purpose of honors programs? Recognizing that students learn at different paces teaches resilience. If students don’t learn this early on, how will they adapt to the workforce and understand the implications of differing qualifications and experiences?
I believe maintaining honors programs while emphasizing that such distinctions do not denote superiority could benefit all students. Dr. Michael Carter, a special education expert, noted in The Globe and Mail that while teachers should be equipped to handle various learning levels, eliminating honors classes is not the solution. “It’s about addressing the equity issue within the program, rather than cancelling,” he remarked. He further cautioned that gifted students might go unnoticed in a mixed-ability environment, leading to unfulfilled potential.
In my view, cutting these programs could undermine the educational experience for all students. While it’s crucial for average students to feel secure and valued, stripping honors programs away is not the answer. Just as students disengage when faced with overly challenging coursework, those who are not sufficiently challenged may also lose interest in their education.
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In summary, the decision by the Vancouver School Board to eliminate honors programs raises significant concerns about educational equity and student engagement. While inclusion is crucial, this move may hinder the growth of both average and gifted students. The need for diverse learning environments remains essential, and the focus should be on making honors programs equitable rather than removing them entirely.
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