Comments: More comment Send Us Your Comments:. Content comment Latest Most Read. Sponsored Links. I hear, however, that 'high school' proms are beginning to catch on in Britain, so you never know; one day we might graduate from secondary school as well. Incidentally, we don;t usually use the terms 'high school' or 'college' as a generic name for secondary school, although they are often included in a school's name - 'The Royal High School, Edinburgh', 'Eton College'.
When I was a student, we used 'college' as generic word for tertiary level institutions - you didn't have to worry about distinguishing between university, poly polytechnic or further education college for example - but they're virtually all universities nowadays, anyway. Nowadays it's often just 'uni'.
If I have offended you, I do apologise. In the UK graduation is almost exclusively used to refer to gaining a university degree. There are, as WW says, some exceptions, but no doubt the process of global Americanisation will soon result in the term being used for all secondary and tertiary institutes regardless of their standing. I'm glad we all agree that it should be "graduate from," at least if one is graduating at all ;-.
I'm curious, though, about the relation of finishing a secondary school to gaining employment without attending a college. For example, a firm here might be looking for candidates for a low-paying job and say they want a high-school graduate.
Is there an equivalent shorthand for that in the UK? Those studying beyond that are graduate students, and if going beyond a master's might also be called doctoral candidates which is pretty formal.
And an undergrad aiming for medical school might be termed pre-med. As for high school proms, I'm sorry to hear those are catching on in part due to the ridiculous expenses incurred. I have heard the terms 'matriculate' and 'matriculant' used in connection with Senior Secondary or High Schools.
But that sounds dreadful to my ear. Sometimes called 'School Leaving Certificate'. The terminology may well have changed in recent years. As for proms; we did have end of year dances in 4th. But nothing like those one sees in American movies. These mostly consisted of Dashing White Sergeants, St. Bernard's Waltzes, and the like. There were definitely no navel encounters, with or without loss of seamen.
Born in , I grew up hearing "graduated from high school. As I was pondering, once again, this obnoxious change from "graduated from high school" to "graduated high school," I did realize that "was graduated from high school" thanks "Jane" was probably the original way of saying it. Wendalore May According to the Google Ngram Viewer, "graduate from high school" appears 7 times as often as "graduate high school" in , the most recent year for which results are available.
I have not heard ordinary people using this phrase, only news sources. Are they collaborating to show their power? I say "Never yield! It has nothing to do with idiomatic expressions. The idea of awarding a degree to a high school or college is fascinating. Did it graduate with honors? Did the school wear a cap and gown? Curtis Stotlar Jan The worst thing is that this usage has entered professional level media including the advertising in the Seattle Times and an article in a magazine of national prominence.
It could be that this is an example of language changing! OED of may cite the material I saw as examples of correct usage in the constantly changing English language. Thomas Keyt Apr I certainly was not taught that this is proper grammar.
However, I graduated from high school in the 's. Had this changed? Oh, this makes my day. In Florida, regular high schools in the Orange County school district, eighth-largest in the nation and the winner of the Broad Prize for Urban Education, created relationships with for-profit charter schools that inflated graduation rates of regular high schools, according to an investigation by ProPublica.
The ProPublica article noted that the Orange County district had reported dropouts in , a dropout rate of less than one percent for a district enrolling about 58, students in its regular high schools. For the country as a whole, about five percent of students dropped out of school in —they stopped attending high school and had not graduated. Where did they go? ProPublica reported that in the five alternative charter schools it investigated, more than 1, students had withdrawn to enter adult education.
Florida regulations did not require that alternative schools confirm that these students actually enrolled in adult education—a paper trail was not needed—so whether these students were dropping out rather than enrolling in adult education is an open question. A comparison of withdrawals to adult education and adult-education enrollments might find the missing dropouts.
They will be students coded as withdrawing from the charter schools to attend adult education but not found in adult education. One hundred percent of its graduates had enrolled in college. For a struggling high school in one of the poorest sections of DC with a reported cohort graduation rate of 64 percent 8 to have percent of its graduates enrolled in college was likely to draw attention one way or the other—either the school had done the nearly impossible and others would want to know the ingredients of its success, or something was amiss in the numbers.
What it found focused on the reported graduation rate: many students who graduated had been absent more than three months of their senior year. Under district policies, even 30 days of absences should have triggered automatic failure of courses and students should have been short of credits to graduate. Two months before the date of graduation, an internal e-mail between staff in the school noted that 57 students were on track to graduate—but students graduated.
Speaking mostly off the record, teachers told NPR that they were pressured to pass students, such as by giving students grades of 50 percent on assignments they did not hand in, instead of the more accurate grade of zero. And some students were placed in credit-recovery programs before they had even failed the course for which credit needed to be recovered more on credit recovery below , in violation of district policies.
In the aftermath of the NPR report, the Office of the State Superintendent commissioned an audit to examine graduation and attendance practices at all non-charter high schools in the district. The district responded by suspending or firing supervisory staff and pledging to do better. Which is a business-like way of saying DCPS did not care whether its students learned, but it did care whether it looked like they did.
The auditor found evidence of rampant grade-changing for thousands of students in the weeks before students were to graduate. Credit recovery works like summer school except students can take the courses during the regular school year. For example, a high school student might have failed English and needs that credit to graduate. The school or district signs the student up for credit recovery. Often the courses are delivered online, and students can take them in the same school they attend.
The student earns the credit and graduates. Problem solved. Credit recovery programs are common. Nationally, the US Department of Education reports that 89 percent of high schools offered at least one credit-recovery course, and 15 percent of their students participated in some credit recovery.
Creating second chances is sensible as long as students learn what they were supposed to have learned to pass the course they failed. But the programs have a long history of questions about whether students actually learn material or are just going through motions so that the school can say the student has passed and now can graduate.
A series of pieces prepared by students at the Columbia School of Journalism described frauds and abuses in credit-recovery programs and documented a history of concerns raised about the programs in states and districts around the country. Before the on-time graduation rate was introduced, the Federal government and states used a wide range of approaches to calculate graduation rates. Each had strengths and weaknesses, but their inconsistency made it difficult to see the whole picture.
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