Exploring the Advantages and Disadvantages of Honors and General English Courses
ABSTRACT
Based on prior research and
personal experience from my
observation hours, it became
apparent that honors courses
and non-honors English
courses were completing the
same work and reading the
same literature. Some
students struggled while
others excelled The purpose
of this study is to explore
whether giving honors and
non-honors students a similar
course load and literature
benefits all students in their
confidence and expectations
of English courses or leaves
them at a disadvantage
academically.
CONTACT
Colleen Hartnett
Manhattan College
School of Education
and Health
Email:
chartnett02@manhattan.edu
845-642-8603
Problem
- Honors students are not receiving the higher level of
English education that is expected
- Non-honors students are receiving the same work as honors
students without the GPA calculation benefits
- The literature can be too challenging for students in non-
honors and sometimes too easy for honors students
- Unfair advantages for some students while others are left to
Plan Description
struggle
• English teachers work together to develop separate curricula
for honors classes and non-honors classes
- Differences in teacher attitude towards honors class and
• Implement small strategies into the students’ daily reading
non-honors
and writing,courses
making the end goal of better readers and
writers overall
• Evaluate each course level to determine if the literature and
workload were too difficult, too easy, or moderate. The
teacher should evaluate the student based on their class
contributions, writing pieces, test grades, independent work,
as well as group work.
• Appropriately calculate GPA scores, which can only be
done once there is a clear difference in the curriculum.
There must be a clear GPA calculation system completed
before the school year begins.
• Teachers will also be evaluated to ensure there is no
prioritizing an honors course versus a non-honors course
• Students should have the ability to switch courses if they
find themselves easily excelling or struggling
Expected Results
- Create appropriate coursework for each student,
regardless of level
- Create fair GPA calculations for all students
- Ensure teachers are treating both honors and non-
honors with the sameBackground
enthusiasm - Gain more
knowledge about the benefits or negative aspects of
- All girls Catholic high school
honors courses
- Observed 9th-grade non-honors, 10th-grade
honors, 10th-grade non-honors, 11th-grade honors,
11th-grade non-honors
- I worked with one female teacher and one male
teacher
- Academic Attitudes, and Behaviors. Journal of the
Students worked with articles, plays, and short
stories during my time observing
Other Research
• Sadler, P. M., & Tai, R. H. (2007). Weighting for
recognition: Accounting for Advanced Placement and
honors courses when Calculating High School Grade
Point Average. NASSP Bulletin, 91(1), 5–32.
https://doi.org/10.1177/0192636506298726 
• This study discusses the various ways GPA calculation can
affect students from honors and non-honors courses and
provides a solution to the issues regarding weighted GPA
• Shaunessy, E., & McHatton, P. A. (2008). Urban students’
perceptions of teachers: Views of students in general,
special, and honors education. The Urban Review, 41(5),
486–503. https://doi.org/10.1007/s11256-008-0112-z
• This study interviews students and the perceptions of their
teachers, based on the course they are in. It was found
that the students in non-honors courses experienced little
enthusiasm and dedication to their education, whereas
honors students found their teacher warm and
approachable.
• Brimeye, T. M., Schueths, A. M., & Smith, W. L. (2014).
Who Benefits from Honors: An Empirical Analysis of
Honors and Non-Honors Students’ Backgrounds,
National Collegiate Honors Council --Online Archive.
https://doi.org/https://digitalcommons.unl.edu/nchcjournal
/420
• This study investigates which students benefit from
honors courses and how they do and do not benefit