More core classes needed?

Feeding schoolchildren more math, science and English lessons ought to make for super-hero-quality graduates, a group of business representatives say.

Not necessarily so, some educators reply.

The Utah Employers' Education Coalition, set up to improve public schools, sees more core classes, simply put, as the way to get better-qualified workers.

But educators are scratching their heads. They say classes outside the tough, academic core are what train students for jobs, make high school enjoyable and provide much of what businesses have been asking for for years.

So just what do businesses want?

"We want a high school diploma to mean something to an employer," said Tom Bingham, president of the Utah Manufacturers Association and member of the Utah Employers' Education Coalition. "Right now that diploma means nothing. Doesn't tell me a thing."

From an educator's perspective, increased focus on core academics may mean fewer opportunities for students to take vocational courses that prepare them for full-time work.

"(Businesses) don't want kids with just academic skills, and that's what the Employers' Education Coalition would have you believe," said Mary Shumway, state director of applied technology education services. "We do not do basic auto, basic shop or basic woodworking. They are out on the site building a house. It is not a hobby class anymore."

The EEC, made up of CEOs and educators, was organized by Gov. Mike Leavitt to help find ways to improve public education and thus improve the quality of employees.

Tax credits for private school tuition, competency-based education and smaller classes are among large-scale changes recommended in an EEC report released in mid-December. The group also said schools don't have enough tough classes and that a survey of 95 businesses indicates "general dissatisfaction with high school graduates."

"We are overwhelmed with electives," coalition chairman Fraser Bullock said. "We support applied technology education. . . . The problem we have is that a lot of students are entering applied technology courses but they don't understand English or math."

Although some education officials sit on the EEC and others agree with some recommended changes, angst among many public education bosses has been simmering since the report was released last month.