In “Let High Schoolers Do Less? Let High Schoolers Experience More,” Tom Vander Ark advocates for a shift in high school education from a focus on quantity to quality, proposing a model that prioritizes meaningful learning experiences over traditional, high-stakes academic demands. Rather than reducing workloads, he suggests that schools should enhance the relevance, engagement, and real-world applicability of high school education to address issues like disengagement, stress, and lack of career preparation.

Rethinking Educational Pressure and Signals

Vander Ark argues that only a small percentage of students engage in the competitive “race to more” for elite college admissions. While less than 3% of students enter selective universities, an estimated 10% strive for top grades, AP courses, and packed extracurricular schedules to improve their college applications. However, Vander Ark asserts that this pursuit often emphasizes memorization and low-level tasks that yield outdated signals like GPA and transcripts, which may not reflect essential life skills. With rising college costs and the influence of AI on job markets, Vander Ark emphasizes that skills matter more than pedigree, advocating for an education system that values practical experiences over traditional academic metrics.

Addressing Student Disengagement

The issue of student stress and disengagement is a greater concern than over-scheduling. Vander Ark notes that many students feel disconnected from the material they’re learning, with only 60% engaged in school and 48% believing their education has real-world relevance. The pandemic amplified feelings of trauma and dissatisfaction with rigid, rote learning models. Vander Ark references research by Jal Mehta and Sarah Fine, which found deep engagement to be the exception rather than the norm in traditional high schools. Students, especially those from less privileged backgrounds, face external pressures such as economic insecurity and minimal college guidance, further complicating their high school experience. He argues that reducing workload alone does not address the root of these issues; instead, students need better, more engaging educational experiences.

Solution 1: Better Experiences

Vander Ark proposes redesigning high school experiences to focus on personalized, purposeful learning. This approach includes allowing students to pursue interests aligned with their future aspirations. According to a Populace study, most Americans support an educational model where students choose courses based on individual interests rather than standardized curricula. Vander Ark outlines six core principles to guide schools in providing meaningful learning experiences:

1. High-quality learning opportunities that foster belonging and long-term success.
2. Personalized, competency-based approaches that prioritize mastery over time-based learning.
3. Purpose-driven learning that inspires students to make a difference.
4. Learning that evokes joy, engagement, and a sense of wonder.
5. Contextualized, culturally relevant, and real-world experiences.
6. Intellectually challenging content with high expectations.

These principles aim to create a learning environment that is both challenging and engaging, allowing students to develop critical skills, agency, and a sense of purpose.

Solution 2: Better Signals

Vander Ark also recommends replacing traditional transcripts with extended transcripts that reflect students’ skills, projects, and real-world experiences. These transcripts, supported by programs like Ohio’s Graduation Seals and the Mastery Transcript Consortium, help universities and employers evaluate candidates based on competency and experience rather than grades alone. Schools like Iowa Big and organizations like New Tech Network are already embracing these models, which connect students to practical applications through internships and project-based learning.

Solution 3: Listening to Students

Vander Ark emphasizes the importance of gathering diverse student perspectives to understand their needs. He suggests expanding conversations to include students beyond affluent, well-funded schools to gain a broader picture of the high school experience. By listening to all students, educators can design solutions that address universal needs rather than those of a privileged subset.

Ultimately, Vander Ark’s vision calls for an educational transformation that emphasizes better learning experiences and more accurate representations of students’ capabilities. Rather than reducing demands, high schools should foster skills, engagement, and opportunities that prepare students for real-world success.