Blog Eight - Embedded Honors
The honors class system is a widespread way to challenge students familiar with the content in their standard courses. However, it comes with a wide range of complications, such as choosing which students get into honors, what material should be covered in advanced courses, and more. To combat this, a new course system known as embedded honors has the interest of many districts. In embedded honors, all students learn about the same material and are in the same course. There are two prominent systems for this.
One of these systems allows students to earn honors credit on their transcript by receiving a high grade and demonstrating an advanced understanding of the concept through work. In another, honors students receive extra and alternate assignments that are more reflective and a more in-depth analysis of the lesson. The embedded honors system aims to reduce tracking and prevent separation between honors and non-honors students. However, many argue that it hinders the progress of honors students and limits their freedom to have a rigorous curriculum.
The main goal of the embedded honors system is to reduce tracking and stigmatization. Especially with lower readiness levels, the system aims to prevent stigmatization that can hinder the performances of those in the “lower level” classes. Moreover, this stigmatization is an issue with both students and teachers. In David Nurenberg’s “Honoring All Learners: The Case for Embedded Honors in Heterogeneous English Language Arts Classrooms”, he describes how “the very label “advanced” or ‘remedial’ affects teachers’ treatment of students as well as students’ images of themselves.” When students are placed in lower-level classes, their self-esteem and confidence in that subject area may begin to plummet. When these beliefs are also affirmed, in a sense, by the students and teachers around them, the learners’ confidence will be the first victim in the war that is school. Behavior problems were also found to increase in low-tracked classes, likely due to a lack of motivation and encouragement. Students may see no point in trying when no one believes in them, neither their educators nor peers. Behavior problems in low-tracked students further enforce the stereotypes about them, perpetuating a vicious, never-ending cycle. Schools are meant to prepare their students for the future; however, lowering their self-confidence will also lower their future aspirations and, more importantly, their mental health.
Additionally, separating classes bars students from interacting with a diverse group of students. Even more so because there are also apparent socioeconomic and race differences in which students attend these classes and which do not. Allowing all types of students with unique perspectives and backgrounds to learn and grow together will further prepare them for their futures and bring more meaning to their learning.
Blueford University’s Blog describes how honors courses are meant to provide a “more in-depth and robust learning experience than you would find in regular classes.” Honors classes are meant to provide students with a unique opportunity to learn in an academically stimulating environment. Students are challenged and encouraged to enhance their understanding of the course curriculum by delving deeper into coursework and even covering higher-level topics. All students deserve a rigorous course curriculum where they feel challenged and have high expectations set for them. That is how they will learn. Students will also be able to learn how to learn. How to study and how to collect information. In classes where they are not challenged, or the material is too easy, honors students are not required to study or push themselves. Alternatively, they do not have an opportunity to. In honors courses, they develop skills on how to study and how to handle failures.
Ultimately, what matters most is how school affects a student's ability to learn and grow. One of the most essential benefits that honors classes provide is teachers with high expectations for the students. These high expectations do not need to be exclusive to only honors classes. Students deserve to have teachers who nurture their potential and have confidence that they can do their best. Teachers with expectations for students lead to students with expectations for themselves. If we realize this, we can strike a balance between an ability-differentiated system and a classroom system where students of all readiness levels learn together.
