When correcting government deficits, politicians sometimes propose imprudent measures in an effort to be novel and innovative. Faced with the task of closing Utah’s $700 million budget gap, State Senator Chris Buttars has introduced a plan that would save the state up to $60 million by making 12th grade optional and offering incentives to students who graduate early. By making the final year discretionary, this proposition sends the wrong message to citizens about the value of schooling.

While budget matters inevitably lead to tough decisions, education should be shielded from spending cuts as much as is realistically feasible. The importance of learning cannot be understated, and this proposal gives off the impression that education is optional and hence dispensable.

The logistics of the proposal are also cause for concern. Although the plan is in its preliminary stages and the details are currently hazy at best, one would assume that, similar to the advanced standing option at some colleges, high schoolers would have to decide fairly early whether they will opt for an abridged secondary education. The prospect of a 14 or 15-year-old, with the counsel of his or her parents, making such long term plans so soon out of middle school is troublesome and calls into question the rationale behind the program. A student unacquainted with the academic challenges and social dynamics of high school—and even more uncertain of what the future holds—cannot be depended upon to always make the most informed and appropriate decisions. The introduction of incentives merely exacerbates the issue further. Choice, although rarely a negative in the world of public policy, might present problems here.

While Buttars raises an important issue about the educational rigor of 12th grade in regards to “senioritis,” cutting senior year will not eradicate the problem; instead, the state should focus on developing ways for the education system to sustain students’ interests throughout all of high school. Buttars believes that students squander their senior years, meaning the state is “spending a whole lot of money for a whole bunch of kids who aren’t getting anything out of that grade.” However, there is nothing intrinsic to the 12th grade that breeds a decline in intellectual curiosity among students; early graduates might just as easily experience an equivalent “junioritis” effect. To address the underlying issue here, the current educational system would benefit from fundamental reform aimed at keeping school meaningful to students throughout their high school careers.

Encouraging students to rush through their high school curricula leads to the crowding out of electives that otherwise would have enriched their education. Electives, whether they be fine arts, music, or home economics courses, are a valuable and traditional aspect of secondary schooling. They often teach students more practical skills and expose them to different methods of learning and classroom interaction. By compressing their graduation requirements into three years, students will be forgoing opportunities to diversify their experiences and capitalize on the full range of options available to them.

Should this measure pass, the state would do well to provide students who exercise the option to graduate early with productive outlets for their time. Facilitating student internships or job experience in place of 12th grade might serve to offset the negative effects of the program. Additionally, schools in Utah must ensure that these students graduate with the same educational qualifications as their peers; their three years of high school should contain as much subject matter as possible.

Ultimately, states should prioritize education even during times of fiscal difficulty. Allowing schools to suffer budget cuts sends an undesirable message to students. In light of this, the Utah legislature must act on other means to remedy their deficit.