Walk into any classroom at the high school, and you might see students debating a historical issue, running a chemistry experiment, or drafting an essay. Variety is one of the defining characteristics of the classroom experience.
In the past year, however, the high school has taken steps to better align coursework across subjects. The initiative aims to ensure that students enrolled in the same classes at the same level learn comparable material and are evaluated using similar methods.
This shift, although recent, did not happen suddenly. Beginning last year, teachers have gradually increased consistency in the skills and content that each course includes, as well as the methods in which students are assessed.
The Massachusetts Curriculum Frameworks, which outline the topics and skills required at each grade level, have played a major role in encouraging greater alignment. The Frameworks specify what teachers must cover in state-required courses, such as U.S. History, and in subjects covered by the Massachusetts Comprehensive Assessment System (MCAS).
To increase consistency this year, departments are introducing common assessments at multiple points throughout the year to ensure that all classes have at least one shared project or test in common per quarter.
Mr. Nicholas Miller, a math teacher at the high school, has noticed both the challenges and benefits of course alignment. He believes that it has encouraged greater collaboration between teachers.
“We’re meeting more often and staying on the same page,” Miller said. “It helps us plan ahead and make sure everyone’s students are developing the same key skills.”
However, too much course alignment can also limit individual teacher innovation.
“Excessive alignment is also bad because it can reduce teaching and learning to something less organic. But if it’s done right, it creates consistency without killing creativity,” said Miller.
Students have also noticed the upsides and downsides of increased alignment.
“Without at least some sort of alignment across teachers, it is hard to ensure that everyone will be ready with the same skills for the following year,” said Lila Welburn ’27. “However, I also think that allowing teachers to alter their curriculum to emphasize what they are most passionate about teaching leads to a more interesting class environment.”
In fact, many students value teacher creativity, especially when teachers incorporate activities that they enjoy beyond the standard curriculum.
“In my [AP Language and Composition] class, my teacher is going beyond the AP requirements so that we can also read fiction, poetry, and plays,” said Meghan Wang ’27. “I think that has been my favorite part about the class.”
Although the effects of these changes are still unfolding, many believe they are moving in the right direction. As the high school continues refining course alignment, it aims to strike a balance between consistency and creativity, ensuring each class feels equal but not identical.
