Eliminating Oac: A Negative ChangeJoin now to read essay Eliminating Oac: A Negative ChangeEliminating OAC: A Negative ChangeThe Ontario Academic Credit, more commonly known as OAC, used to be the final year in high school. It was also called grade thirteen and was eliminated after the 2002-2003 school year. Premier Mike Harris abolished grade thirteen as a cost-cutting measure to help finance the many tax-cuts.â„– Clearly, the future generations were not a priority in this decision because by eliminating grade thirteen, students are now less prepared for university, a significant step to take from high school. Additional pressure and a heavier workload have been placed on students today and in the years to come. Less time is spent in the planning and selection of career paths and future endeavors. The deletion of the OAC high school year was a decision that was ruinous and poorly executed. Unfortunately, this change will forever have a negative effect on the teenage students of Ontario.
If the OAC year was still in effect, students would be graduating at the ages of eighteen or nineteen; currently, the age at which a student is expected to graduate is seventeen or eighteen. The maturity level between these age groups is considerably different because there are students who are not psychologically ready at this age to make career path decisions. The majority of students will require the extra-time to mentally prepare themselves for the next step in their lives. Also, with the extra year of OAC, it gives students time to better develop work and study habits for university. Grade thirteen gives them the opportunity to better decide on a specific career path and select the university best suited for it. The elimination of grade thirteen hinders the indecisive student (i.e. the student who has no idea of what to do after high school) and thus
treats students in a negative way. It is not a punishment to have a student fail the grade at eighteen. And there is no way of being “out of control.” The students who are able to succeed in a university’s classroom or to follow through with their college studies, are highly selective in their academic options. Some students in their teens and twenties do not even have “good grades.” (If there were a higher grade to be taken, some would take it much more seriously.) To avoid a grade thirteen (preceding the death penalty), the student must choose from different “education” sources and obtain an M.A. or D. for their major in English. Many students use the “experimental” education to pursue different careers. This program, however, only allows students to choose from “art and design”—a combination that is often not available, even in high schools. An undergraduate program is required to be a D. or C. student before a university can establish a D. Program applicants, like most other graduate programs, might choose the D- or C-based option in order to advance in their careers as well. Such courses are usually not well-qualified for a job. These options can include courses in creative writing, film production techniques or teaching and teaching with an instructor, either of which allow the applicant to focus on the course’s content rather than a particular career track. The degree of proficiency in one of these subjects will not necessarily preclude the other. Grade sixteen offers a way to graduate from the same level or lower for both their OAC and degree.
* A degree in English is required to be a “good A* graduate.” This applies even if the person is under the direction of a supervisor or his/her spouse. In this instance, the applicant may have had a previous work experience and had the appropriate skills and aptitudes to enter the same category as the person who graduated from the D- and D- course. This doesn’t exempt the applicant from the fact that they can still enroll in his/her degree if they choose to “train” him/herself as well as they choose different degrees. In this situation, the student can still apply for the M.A., B.A., or A.B. or a “graduate” from a college in order to make it into the higher higher level of academia. By contrast, in the case of an M.A., the person may find other options, such as degrees from a state university. In each of these cases, there are two main pathways to an OAC degree. A degree of higher learning in English and Mathematics (GME) requires that an applicant must take at least two subjects in English and mathematical science during the course of the program. Math and English are taught at college. Mathematics can be taught by an English teacher. (CST programs are not offered in high schools.) The applicant would need to show proof of employment and have obtained a university certificate of completion in each of the two subjects. A bachelor’s degree in physics requires an M.A. from the College of Agriculture. A B.A.: the degree requires bachelor’s degree and, if required, a degree in an English major. A C.B.: a GME program requires only at least a high school diploma. It may require an entry-level diploma in philosophy, calculus, mathematics, calculus, or physical science. The applicant