Every year, Cal High students find themselves at the crossroads of selecting the courses right for them. They want to make the best choices, but sometimes finding what is most suitable takes time.
Part of that time includes having to drop courses. In the San Ramon Valley Unified School District, there is a three-week add/drop period at the beginning of both semesters where schedule changes are not reflected on the transcript.
The first week is dedicated to fixing scheduling errors, while the following two are for dropping classes based on personal preference.
Students can still drop courses after those three weeks, but those classes will be reflected on their transcript. They must get a drop sheet that signed by the teacher, student and parents.
The teacher may choose to assign the student with an NM (No Mark) or F (Fail), depending on how they performed in the class during that time.
But these three weeks are too short for students to assess whether they should remain in a course.
At the beginning of the year, students are still adjusting to new schedules, teachers and classmates. It takes time to adapt and truly understand a class’ dynamics, such as how lectures are presented and how classmates interact.
Most students cannot decide in a very short time if a class is truly a good fit for them.
For example, in most math classes, teachers spend the first two to three weeks reviewing the previous year’s material, and students only scratch the surface of what the course entails. They can generally gauge the class’ difficulty more accurately after this review.
Alternatively, a course might not be what students had anticipated.
Although Cal hosts a Course Offerings Fair yearly, actually participating and learning the curriculum may feel overwhelming. In this case, students need time to explore whether a course will end up matching their expectations and needs.
Signing up for a class also means committing to not only the coursework but the testing methods as well. But many classes only have their first tests three weeks in, and for some Honors and AP classes, after a month.
These tests set the bar for students’ workload and performance in future classes. If students receive a low score, then they know that it might be a good idea for them to drop the class and take another one that is more manageable.
But for those who remain in the course, an extended add/drop period rewards their persistence while also giving them another option. This eases the stress of seeing grades massively fluctuate on the transcript.
Overall, the current system’s three-week window for dropping classes is far too short for students. It doesn’t provide them with the necessary time to get an accurate feel for classes.
Four to five weeks is a more suitable period to make changes without them reflecting on the transcript. This eases the stress of the initial weeks of the school year and allows students to experiment with class dynamics, expectations, and testing styles.
Extending the drop period to at least a month would allow students to make more informed decisions about our schedules, which will contribute to a more successful high school experience.