A smashing idea! I think high school needs to be broken into two...or three, or four pieces! That's right! Smash it to smithereens! Of course while literally smashing high school campuses into pieces might delight the imaginations of teenage vandals, it wouldn't exactly solve any problems with our high school system. However, letting instructional designers develop a new multi-track system by breaking high school up into multiple tracks might solve numerous problems.
One size fits all?
same idea holds true when it comes to education. A one track and one topic educational system isn't for everyone. Multiple tracks in high school could solve this problem. By multiple tracks, I am referring to different paths that students take after middle school to refine their education. For example, students who are more artistic could take a "literature and arts" track in high school that expands on their more creative interests. Other students with a technological bent might to take a "science and technology track". It doesn't just have to be two tracks, either. School systems might return to the ROTC model for a track that puts students into a workplace environment part of the time where they learn from a future employer how to perform a job well. The more we allow our high school students to choose their interest, the more likely they are to remain interested in their education. A multiple track system can also be a life-line to those who have struggled with the "mainstream" educational track.
Come-on...Everybody is doing it!
Doesn't that phrase bring back those high school memories? Unlike smoking or drinking, however, there are valid reasons why everyone is doing it when it comes 
to multi-track secondary education systems. And while I hate to admit it, many European countries have been doing multi-track systems for decades.
In France, students can choose between a "stream" in science, economics, humanities, professional (think ROTC) and eight technical streams. In Germany, students are funneled into four different "schools" based on their academic abilities and interests. German students may enter apprenticeships in grade nine or ten. Other, more academic minded, Germans may stay in the "Gymnasium" until year 13 of their education.
So, my point is, why don't we do our research, begin to find out which societies are having the most success with their secondary systems, and begin pilot testing some of these systems in US districts. We will never know if it will work for us until we begin to research and bring back multiple-track systems in the US.
Hand over the keys!
Who better than to tackle this project than a team of educators…preferably trained as instructional designers. We can analyze the best track system model to adopt, design and develop a new model according to best theory and practice, put it into practice, and evaluate its success. Oh Yeah! I'm ready.
Note: This is for Futurewatch 4.
