Formula for high schools is questioned

Does every New Jersey high school student really need to know advanced algebra for college or a job?

If so, should the state take it a step further and demand every one of them pass an Algebra II test to graduate, not to mention also one in chemistry, biology and the language arts?

And what if they don't? What will the state do to help high schools succeed, be it with money or other assistance?

These were just some of the multitude of questions that greeted the Corzine administration's proposal yesterday to revamp secondary education in the state, starting with rewriting many of its graduation requirements.

Education Commissioner Lucille Davy and her staff acknowledged that much work remains in laying out the latest version of the plan to the state Board of Education. They said there could be a full year of discussion before any final action and as many as eight years before the most stringent requirements are in place.

"It's going to be an ongoing conversation with all of you," Deputy Commissioner Willa Spicer told the state board. "This is just the kickoff, ladies and gentlemen, and the decision whether we want to start that."

The presentation lasted more than two hours and included a few recent high school graduates testifying to the need for change. They came from Cumberland County College, and each said they found themselves in remedial classes for subjects they thought they had learned -- or at least passed -- in high school.

Shelby Shreier, 18, of Elmer, said she had no clue what do on the math test.

"I had a lot of catching up to do," she said.

Seeking to help students like her, the Corzine administration has latched onto a plan endorsed by 33 states that would raise standards in math and science and include proficiency testing.

Under New Jersey's approach, minimum graduation requirements would be boosted to 120 credits, an increase of 10 credits or two classes. It would require online courses and step up demands for classes in foreign languages and economics.

And each student would have "personalized learning plans," starting next year for sixth and ninth graders, establishing a roadmap for reaching the standards and graduating.

Unveiled last spring, the plan has already faced strong objections from educators and others opposed to further testing requirements and mandates limiting student options.

But state officials said the criticism is premature and the plan would build in flexibility for students to reach the standards in different ways. Some critics said they were heartened by the state's professed openness.

"If they are serious about flexibility and personalization, there is an opportunity to do it the right way," said Judy Savage, director of the state's vocational and technical schools association. "But if you're just setting up a college-prep plan, it's window dressing."