Senior Year in High School

Outline

1 Introduction

            Thesis statement: Arguments of Mr. Gingrich concerning the ineffectiveness and worthlessness of the senior year of high school are inconsistent and biased, because they are grounded on the seeming perception of the high school life of students, but, in their essence, the senior year plays an important formative role as the time, when students progress not only academically but also personally and socially, model their behavior in the adult life, and acquire important social experience.

2 Background of the problem

            2.1 Seeming under-performance of students during the senior year

            2.2 Fast and considerable progress during the junior year

3 Arguments for Gingrich’s position

            3.1 The productivity of students and their engagement in learning drops after junior year

            3.2 The increased role of interpersonal relations for student during the senior year

            3.3 Dating and sexuality as a part of senior year

            3.4 Public costs of the senior year

4 Arguments against Gingrich’s position

            4.1 The senior year is essential for academic development of students

            4.2 The senior year as the preparatory year for the further education of students

            4.3 Students learn to live and learn simultaneously during the senior year

            4.4 The senior year is an important formative year, when students can interact with each other to determine their future career choice

5 Conclusion

6 Works Cited

1 Introduction

            The high school education plays an important part in the overall education of students. They learn during their high school years and ultimately come prepared to the further education and other challenges which they are likely to experience in their everyday adult life. Te high school education involves not only the academic development of students but also their personal development and the development of interpersonal relations which imitate and model real world relations in the adult life of students. Ideas of Mr. Gingrich that the senior year in the high school is virtually the sheer waste of public funds and time of educators and students are totally wrong, although they are grounded on quite strong arguments. The senior year is the time, when students expand the scope of their interests and focus not only on their academic performance but also on interpersonal relations and their personal interests because they have already accustomed to the high school setting. Therefore, arguments of Mr. Gingrich concerning the ineffectiveness and worthlessness of the senior year of high school are inconsistent and biased, because they are grounded on the seeming perception of the high school life of students, but, in their essence, the senior year plays an important formative role as the time, when students progress not only academically but also personally and socially, model their behavior in the adult life, and acquire important social experience.

2 Background of the problem

            2.1 Seeming under-performance of students during the senior year

            The high school education is apparently very important for students because the academic ground of the high school education is solid and intends to prepare students for their further education and professional development. The distinct feature of the senior year is the seeming under-performance of students because they seem to “pay less attention to their education but focus more on interpersonal relations and social ties which they develop and which grow stronger” (Nordin & Turner 392). The progress of interpersonal relations and the focus on social interactions of students create the impression that they do not care about their education at all that leads to the belief that the senior year is just useless in terms of learning of students. Nevertheless, they keep learning, although their progress may be not so evident and their learning may be not so active and concentrated on their learning as they used to be during their junior year in high school.

            2.2 Fast and considerable progress during the junior year

            The junior year is very different from the senior year because the junior year is the time, when students learn actively and stay focused on their learning more than on their interpersonal and social relations. The fast academic development of students during the junior year in the high school is the result of the high motivation of students and their adaptation to the high school setting. They want to show their successfulness and readiness for the high school education during their junior year. They also learn a lot of new information and grow accustomed to learning in the high school which is the higher level of education compared to their previous education.

            However, the junior year is the time that students need for adaptation. They have to establish their social ties and get accustomed to the high school setting. They develop new social ties and make new friends in the high school. These social processes naturally take time. This is why they stay focused on their learning, which they accustomed to, rather than on their friends because they are just developing their new social ties in the high school. There may be the impression that students learn a lot and successfully during the junior year, but their academic performance declines during the senior year.

3 Arguments for Gingrich’s position

            3.1 The productivity of students and their engagement in learning drops after junior year

            Gingrich argues that the productivity of students and their academic performance decline steeply after their junior year, while the junior year is the most productive in terms of the academic development of students. This is why Gingrich argues that the junior year is the only year worthy of spending in the high school, while the senior year is just the waste of time and public money. This argument derives from the enhancement of the academic performance of students, who are motivated to prove that they are worth attending the high school and who focus on activities they are accustomed to during their previous education years.

            3.2 The increased role of interpersonal relations for student during the senior year

            The senior year is the time, when students became more focused on their social relations rather than on their education. This change occurs because students have accustomed to the high school setting and develop their social ties which is quite natural and the same behavior may be traced in any other social group. When an individual gets into a new environment, he/she focuses on the “most acquainted activity which is learning for high school students” (Carper & Layman 11). As the time passes on, the individual develops closer social ties and pays more attention to socialization and social relations rather than to the main activity, such as learning as is the case of high school students. Gingrrich reveals the prioritization of interpersonal relations and social ties for students rather than their learning. Gingrich believes that such social ties and interpersonal relations distract them from learning and deteriorate their academic performance. 

            3.3 Dating and sexuality as a part of senior year

            Furthermore, Gingrich argues that dating and the exploration of students’ sexuality became particularly important for students in their late high school period. Dating and sexual life are very important for high school students because they are at the stage of maturation and transition to the adult life. Sexuality and dating comprise an integral part of the life of high school students. Naturally, dating distracts students from learning but such experience is still useful and essential for them because the purpose of the high school is not only to teach students, but also to prepare students for the adult life and dating and sexual life comprise an integral part of the adult life. Dating and exploration of student sexuality is quite natural and essential processes for high school students.

            3.4 Public costs of the senior year

            Finally, Gingrich is skeptical with regard to the higher school education because of public costs spent on the student education, while students focus on dating rather than on their learning. Gingrich apparently prioritizes the academic development of students. However, the main goal of the high school is to prepare students to their adult life, which includes not only education but also social relations, intimate relations and overall effective interaction with different people. Public costs are worth spending as long as the high school meets those goals. The public spending on the high school education is a waste only if the high school only goal is education.

4 Arguments against Gingrich’s position

            4.1 The senior year is essential for academic development of students

            In actuality, arguments of Gingrich are inconsistent. The denial of the academic significance of the senior year in the high school is apparently wrong because the senior year contributes to the academic progress of students. The problem is that “students do not pay as much attention to their learning during their senior year as they do during their junior year” (Goldin 132). However, there are different reasons for such behavior, including the increased role of interpersonal and social relations, the focus of students on their future career subjects specifically, and others. Whatever, they keep learning and make their progress steadily. Academic achievements during the senior year may be not so impressive as those during the junior year but they still do matter for the further education of students and their professional career.

            4.2 The senior year as the preparatory year for the further education of students

            The senior year is the preparatory year for the further education of students and their professional development. They do not just learn new things, develop their skills and expand their knowledge in different fields, but also they learn how to learn effectively at the new, higher level. Their learning is different from their learning experience they have had before. The learning process becomes more complex and challenging and students learn to cope with those challenges. This experience is very helpful for the further education of students. In such a situation, even their distraction from learning because of dating and social activities is useful because they will be in the similar situation in a college.

            4.3 Students learn to live and learn simultaneously during the senior year

            During the senior year, students learn to combine their learning with their social relations and personal life. They acquire the valuable experience of scheduling their activities and prioritizing them. This experience is very helpful in terms of the further development. In such a situation, the decline of their academic productivity is quite natural but it is better for them to deteriorate their academic performance in the senior year of high school that drop out of college because they do not have the senior year experience of combining their personal life and social relations and their learning.

            4.4 The senior year is an important formative year, when students can interact with each other to determine their future career choice

            The senior year is also the time, when students can take their final career choice. In this regard, their learning and interaction with other students may be very helpful. Students analyze their career opportunities by sharing their views and ideas with each other. They need the social, informal interaction with each other to shape their choice of their future career because it is in such informal communication that students may finally decide what they want to be in their life and what career they prefer to choose. This is why the senior year is very helpful in terms of career choices students make.

5 Conclusion

            Thus, the senior year in the high school is essential for students personal and professional development because this is the preparatory year that contributes to their personal and academic development, while arguments of Gingrich are inconsistent because he offer the superficial and biased view on the high school education. The seeming decline in the academic performance of students criticized by Gingrich is compensated by the development of important social ties and experience that is very helpful in the further life of students.

Works Cited:

Carper, James C. and Layman, Jack. “Independent Christian Day Schools Past, Present, and Prognosis”. Journal of Research on Christian Education. 4 (1), 1995, 7–19.

Goldin, Claudia. The Race between Education and Technology. Cambridge, Massachusetts: The Belknap Press, 2008.

Nordin, Virginia Davis. Turner, William Lloyd. “More than Segregation Academies: The Growing Protestant Fundamentalist Schools”. The Phi Delta Kappan. 61 (6), 1980, 391–394.

The terms offer and acceptance. (2016, May 17). Retrieved from

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016.

[Accessed: October 27, 2021]

freeessays.club (2016) The terms offer and acceptance [Online].
Available at:

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]
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