Tag Archives: high school

Our Big Event

Leave a reply

Today is our school’s annual open house. We have about 150 people that reserved seats. After 11 years we still rely on this event to get students and their parents interested in applying to attend our school. It’s amazing to me that more students don’t want the Inquiry Hub experience for high school.

I know a tiny school doesn’t meet the needs of some students who want a big high school experience. However I also know the format of the school with self-directed inquiries and way more unstructured time for working independently and in groups is ideal for so many students. I know that our students find the transition to university easy, and that they don’t only feel prepared but also thrive in post secondary environments, since they have practiced being inquisitive, self-directed learners.

Yet, without hosting this big event, after visiting our middle schools to introduce our school as a viable choice beyond their catchment high school, we would struggle with enrolment. And so tonight is a big event for our school. More than half of our students are participating in or helping to run the show. They did the majority of the planning, and they will be amazing ambassadors.

I love their enthusiasm, and it makes me proud to see our students excited to promote our school. It’s going to be a great night.

Grades and university admissions

Leave a reply

Today is report card day. I’ve looked them all over and I don’t think there are going to be any surprises for parents. A few positive bumps, a few dips, but overall pretty good results for students at our school. Further to this, I’ve only heard positive news from our grads about getting into the programs they want to get into. This last point, post high school admissions, is the only reason grades are really important… but I can spend hours telling you why marks shouldn’t be the only thing that matter.

I haven’t looked at the stats recently, but pre-covid stats about drop out rates during or after the 1st year at the top two universities in our province were 14% and 12%. I know some of these are students changing their minds, or other legitimate reasons, but I also know a large percentage of those dropouts are students who just couldn’t handle the change from high school. Most were probably straight ‘A’ students. They did well on all of their report cards. They were good at high school. They were good at giving the teacher what they wanted. They were good at test taking.

Then they head off to university. With no parents or teachers policing them, and no regular routines to follow, without after school activities that they used to fill their high school evenings with, there is suddenly a lot more responsibility to manage time. With professors not outlining assignments as clearly, or not providing samples of expectations, the work seems harder to manage and still get top grades. And for some, the freedom away from strict schedules is a chance to rebel a bit, and late nights don’t go very well with school work production and studying. There are as many variances to the reasons as there are students, but 12 and 14 percent drop out rates are a significant number when you consider the thousands of students who apply and don’t get into these top universities. Those are high percentages of top students not handling the transition.

Grades don’t tell the whole story.

What did students create? How did they build community? How did they manage their time? What does their portfolio look like? Portfolios aren’t just about art, they can be projects. It’s not surprising that a kid like this gets into a top music program in the country and wins awards, or when this kid gets into art school, or one of these kids gets into a small 40-student two year business program, and the other one gets into Mechatronics. It’s disappointing when a kid like this doesn’t get into the Ivy League school school he wanted to, but he still got into Computer Science at UBC, and  he didn’t drop out after his first year. None of these kids have or will drop out after a year, unless they decide they want to do something different.

All of these kids were ‘good at school’, but that wasn’t all that they were. They were students who had opportunities to work on their passions while in high school. They were students who had time in their schedule to decide what they were going to do, and they learned to manage that time… like they would have to at university. Not all of them were straight ‘A’ students, but all of them were successful students that got to demonstrate more than just good marks on tests.

To get into university my average was 73%. By the 4th year at my university, back in 1990, the average to get into the same general arts program was 81%. Had I been born just 4 years later my meager average would not have gotten me into my university of choice. Today, most popular programs at top universities demand an average well above 90%. But I have to wonder, how many of these high achieving students are going to drop out after a year? How many of them will have high school experiences that truly prepare them for the transition into these high stakes programs?

What other evidence should universities put weight on besides marks? I’d take a ‘B’ student with curiosity, drive, and a wide variety of interests over a straight ‘A’ student who fights for every 1/2 percent they can on a test. I’d take them in my university. I’d hire them at my company. I’d even be more likely to want them as a colleague or a friend. Grades should matter, they just shouldn’t be the only thing that matters, and the stakes on them shouldn’t be so high. Being a good student should also mean being a well rounded students, and that would improve the success rate of students finishing more than just one year at a university. When grades are used as the only measure to weed out students, many of the students being weeded out are exactly the students universities are wanting.

University entrance

I find it interesting that universities struggle with retention and dropout rates, yet year after year they seem to focus on the same parameters for entry… namely marks. It gets more and more competitive to get into universities, with higher and higher marks, and these schools hire people whose sole job it is to help kids stay in school after they arrive. Despite having these teams do their thing to retain students, many universities don’t lower their dropout rate.

Maybe marks aren’t the only thing that matter. Maybe students can get straight ‘A’s in high school without ever getting the skills to be successful outside of classrooms that are set up to ensure compliance and following a teacher’s lead through a course.

I know a student who spent hundred of hours doing research projects that far exceeded anything a typical high school student does. I’m talking about computer programming and Artificial Intelligence research that required university level courses to be done on his own time. He applied to some Ivy League schools and didn’t get in. This kid will be successful wherever he goes… some students that will get into these Ivy League schools instead of him will not. Oh, and not only were his marks great, he was in the 98 percentile on his SAT scores.

But it’s the balance of drive, determination, focus, and interest in learning that makes this kid an amazing candidate, not his SAT score and good marks. He’ll get into a great school. He will be extremely successful. He will not drop out after 6 months or a year. But how many students will?

How many students will meet the university requirements, be accepted, and still not make it through their first year? And how is it that universities can’t figure out the data points to choose kids like this over kids with high grades that will really struggle when they leave a sheltered high school experience and head off to university?

As long as universities focus primarily on marks, this will drive high schools to focus on grades. This will drive high school students into classes and programs that are about outputting good grades, not producing intrinsic learners, passionate about learning, and ready to take on all the challenges universities have to offer.

Students following their passion

Last year I didn’t update the students page on the Inquiry Hub website. The past couple weeks I’ve added projects by Senn and Miró, and I’ll add more next week. One of the best things about Inquiry Hub Secondary is getting to see students work on passion projects that they decide on, and that they design their learning around.

Students projects come to life when students get to follow their passions and interests. If you’d like to learn more, we have a website for educators. Even here, you will hear student voice. Soon we will have a digital open house. Students are working on both advertising and content for this event.

We are small, and agile, (and have students working in scrums – more on this later). We have educators who are passionate about what they do and focus on supporting our students. And we have self-directed students who are still taking all the required courses for graduation, and also working on projects they want to work on.

Visit our student page or our educator page to learn more.

Crossing the stage

I lived in Ontario and had to do Grade 13 to finish high school, as was required if you wanted to go to university back in 1986. Recently I was thinking back to my grad convocation and while I remember the grad dance, I have no memory of crossing the stage to get my degree. I remember that at the end of the school year I needed to have a nose operation (it was broken playing water polo and needed to be re-broken to fix), and so I must have missed the stage crossing, or I’m sure I would remember part of it. But what I do recall missing is not my grad ceremony, but a huge year-end party at my friend’s cottage. I was so disappointed at missing that!

I don’t remember putting on a cap and gown, I have no recollection of a valedictorian, no photos with family and friends. Oddly enough, I remember the valedictorian for the school year before, reading his speech at an assembly.

Fast forward to university, and I didn’t go to my grad again. I went to my girlfriend’s grad the year before I was supposed to graduate. I know because the guest speaker was Benoit Mandelbrot, famous for his work with fractals. That was a memorable speech.

But as for me, I took an extra semester, and followed that with a semester off. Then the following year got special permission to take my final courses at a different university so that I could play varsity water polo. Then after I got my final course required I thought I would get my degree, but the convocation date came and went with no notice sent to me. I inquired to learn that I must actually apply for graduation, it isn’t just granted to me.

After my application was accepted, I was told I could cross the stage in the spring of the next calendar year, 3 years after I was supposed to graduate. At that point I didn’t have any friends still attending the university and didn’t bother going back to cross the stage with strangers.

I didn’t cross the stage until I was 30 and graduating from teacher’s college. I crossed the stage again for my Masters, eight years later. In both cases, my wife came to celebrate the event with me. So, I’ve had the experience, I’ve tasted the sense of accomplishment of crossing the stage in a cap and gown and receiving my degree… I just had to wait a lot longer than most.