A few weeks ago in my State of Education address, I challenged educators, parents, students, businesses and community organizations to face up to a problem that is threatening our state's future. That problem is the low achievement, and accompanying low academic expectations, of far too many students at California high schools.

We can no longer afford to hold high expectations only for our college-bound students. That's why I am calling for high schools to begin requiring all students to complete the so-called "a-g" course requirements - the minimum course load required for admission to our fine California four-year university systems.

This does not assume that all students are bound for college. Instead, it acknowledges that today, all of our students need the skills and knowledge contained in the curriculum that was once reserved only for the college-bound.

Increasingly, the minimal skills required for college - algebra and geometry, proficiency in reading and written communications, some knowledge of foreign language and cultures - are the same skills required to succeed in the workplace and to participate fully in our democratic society. Unless we expect more of our high school students, we will rob them of opportunities as adults.

There is plenty of research and statistical evidence supporting the need to raise expectations in our high schools. Consider:

* Students who take challenging, college preparatory courses do better in school, even if they started out with poor test scores and low expectations.

* Students who take rigorous courses are more likely to persist in school, and to do better in vocational and technical courses.

* More than 75 percent of occupations requiring certification by exam demand a knowledge of algebra.

* Seven of the ten fastest growing jobs require at least an associate's degree.

By advocating for tougher curriculum in high schools, I am not in any way suggesting that vocational education programs should be eliminated. In fact, the legislation I am sponsoring to improve high school achievement would reward schools that collaborate with businesses or labor unions to expand such successful programs as career partnership academies.

Many of the vocational/career-technical courses offered at high school career academies and through Regional Occupational Centers already meet college admission requirements, while at the same time preparing students to go directly into a well-paid job after high school. College prep and workforce prep are not mutually exclusive. No one has convinced me that a student must be involved in one at the expense of the other. What we should all find unacceptable is the path taken by too many of our students - one with little rigor that leads to neither career nor college, but to a tragic lack of opportunity for our young adults.

A comparison of subject area requirements for admission to California's four-year universities with graduation requirements already in effect for all of our students reveals that an a-g requirement is an attainable goal. To be eligible for the University of California or California State University, students must take one more year of English, one more year of foreign language and must take geometry and intermediate algebra. Recommended career-technical education requirements include at least algebra and geometry, intermediate algebra for many paths, two years of foreign language and three years of history/social science.

Meeting requirements for high school graduation, a career-technical education path of interest and UC/CSU eligibility are "fully consistent and achievable goals," according to a University of California comparative study of "a-g" requirements and typical career-technical education course loads.

I disagree with those who would determine for students as young as age 15 whether or not they are not "college material" and capable of challenging courses in high school. Guiding students to an easier academic pathway - even if they show little early motivation or curiosity about possibilities beyond high school - virtually guarantees they won't be prepared with important foundational skills. It limits their opportunities for years to come.

Years ago, this was called "tracking." Students facing childhood challenges such as poverty or the need to learn English - the description of fully a quarter of California's students today - would be tracked to less challenging courses, and denied opportunities after high school as a result.

The job of K-12 education in California must be to ensure that all of our students graduate with the ability to fulfill their potential - whether that takes them to higher education or directly to their career. Unfortunately, right now, too many of our students are not adequately prepared for either. By raising our expectations for our students, we can and will begin to change that.

About the Writer

Jack O'Connell is the state superintendent of public instruction.