In recent years, PHS has been reducing accessibility to harder courses through introducing stricter prerequisites. There has been much debate as to whether or not this shift widens academic gaps by restricting those without the means to keep up. What this discussion often misses is that these restrictions give students a transitional period between primary, secondary, and higher education. This slower approach allows them to fully develop the skills to thrive in more difficult courses. Making advanced classes harder to take is actually one of the better changes to our education system in recent years.

This debate largely began in 2015 with the passing of the Every Student Succeeds Act (ESSA), a plan to ensure that public schools across the United States provide all students with a quality education. Under ESSA, states are encouraged to develop more rigorous academic standards, such as more restrictive prerequisites for advanced classes. Another goal of ESSA is to reduce academic disparities for underprivileged students. ESSA ensures that even students at schools with less resources are being taught with rigorous standards for the content of the material that is covered. ESSA provides states with lower performance rates additional targeted funding and technical assistance. This means that under ESSA, academic disparities based on demographic factors are addressed.

There were additional reasons for enacting these policies; taking advanced classes as underclassmen in high school often means a significant mental burden for students. Being introduced to the pace and depth of college-level coursework in the first years of high school would overwhelm any student. This burden can not only affect students’ academic performance but also damage their overall well-being, potentially leading to heightened stress, anxiety, and even burnout. In a 2018 study conducted on a group of over two thousand students in Advanced Placement or International Baccalaureate classes, researchers Suldo et al. found that even with ESSA, 71 percent of the students experienced burnout, an alarmingly high proportion. Allowing students to continue to race ahead would only worsen this. Instead, if students are encouraged to classes later on in high school, students are given time to develop skills like time management and study techniques that can be used in higher level academics. This way, when students sign up for advanced classes, they are better equipped both mentally and academically, reducing the risk of burnout and other mental health issues.

Low grades are also a stressor for students that jump into advanced classes without being fully prepared. “Easier” classes provide a glimpse into the subject, leaving students with the opportunity to explore various interests without compromising their GPA.

The shift toward lower accessibility of advanced courses is a positive step towards creating a more equitable educational environment for all students. By developing a more demanding outline of criteria for enrollment, administrators ensure that students are well-equipped with the skills needed to thrive in such demanding classes, which in turn decreases the chance that they will struggle later on. In advocating for policies like the ESSA, schools grant students the opportunity to reach their full potential in high school and beyond.