In this blog post, I’d like to examine the controversy surrounding the science high school curriculum and early graduation system based on my personal experience, and consider together whether the criticism of the early graduation system is valid.
I recently came across an article stating that a recent audit by the Board of Audit and Inspection pointed out several problems in the operation of the early graduation system at science high schools. The reports criticized the fact that a significant number of science high school students are graduating early after completing their second year without fully completing the specialized courses scheduled for their third year, arguing that this practice runs counter to the original purpose of establishing science high schools. However, from the perspective of someone who actually graduated from a science high school, I believe this criticism stems in part from a lack of sufficient understanding of the early graduation system and the unique characteristics of the science high school curriculum. Therefore, based on my own experience, I would like to reflect on the science high school curriculum and consider whether the criticisms raised are indeed valid.
While many people criticize the early graduation system, few likely have a proper understanding of the science high school curriculum. This is because not only is the number of science high school students relatively small, but public interest in the curriculum is also low. However, I believe that in order to evaluate the early graduation system, it is first and foremost necessary to understand the science high school curriculum.
There are several science high schools in South Korea, and the specific details of the curriculum vary somewhat from school to school. However, since the overall educational direction and operational methods are generally similar, in this article I will focus on the curriculum I experienced firsthand.
To be admitted to a science high school, a basic knowledge of high school-level math and science is generally required. For this reason, many students begin their school life having already completed a significant amount of advanced study before enrollment. In fact, the curriculum is designed with this premise in mind. Science courses proceed at a much faster pace than in regular high schools, and students begin studying advanced material immediately upon enrollment. I, too, had to study part of the physics curriculum in advance and submit it as an assignment before enrollment, and once school started, I began learning advanced science content right away.
Math was also taught at a much faster pace than in regular high schools. Although we studied the standard math curriculum, the pace was not leisurely; instead, the material was covered in a highly condensed manner, and we had to absorb a great deal of content in a short period of time. Not long after the semester began, the pace picked up rapidly, and students were busy mastering new material day after day. After finishing the first semester in such a whirlwind, students are given a short break of about a week. However, once the break ends, they must return to the dormitory immediately to resume classes. Although class hours are slightly reduced compared to the regular semester, it is during this time that students finally have the opportunity to review and organize what they’ve learned on their own.
Learning continues even during summer break. Students supplement the science material they were unable to fully cover during the first semester while moving on to more advanced topics, and in math, they complete the core curriculum and proceed directly to the next level. Upon entering the second semester, students continue the math curriculum they began during the break, advancing to a higher level of content, while in science, they enter the final stage of mastering advanced theories in each subject.
In the first semester of the second year, students review the math material covered so far and then begin studying calculus in earnest. Since much of this content connects to the foundational knowledge required for their future college majors, it demands a higher level of understanding and critical thinking than before.
The science curriculum also undergoes significant changes. While the first year focused primarily on advanced theories in physics, chemistry, life science, and earth science, the second year places a much greater emphasis on experiments than on theory. Regular class periods include physics, chemistry, life science, and earth science lab sessions, during which students conduct experiments themselves, analyze the results, and write reports. Rather than simply memorizing textbook content, the curriculum is designed to help students develop scientific thinking and problem-solving skills by experiencing the actual process of inquiry.
Of course, this does not mean that students no longer study scientific theory. Starting around winter break, most students select the subject in which they feel most confident and begin advanced study. They choose one of physics, chemistry, life sciences, or earth sciences to study advanced theory with their teacher in preparation for college entrance exams, and separate classes are held for each elective subject during supplementary study periods. Through this, students pursue more in-depth learning centered on their desired field of study.
On the other hand, general subjects outside of math and science are also taught. While students study subjects such as Korean, English, Ethics, Music, Art, and Physical Education, these account for a relatively smaller portion of the overall curriculum compared to math and science. Consequently, most of the students’ study time is naturally focused on math and science, which is arguably the most distinctive feature of the science high school curriculum.
By the second semester of their second year, the college admissions process begins in earnest. Students travel to various regions to submit applications for early admission and take university-specific entrance exams. During this period, it is often difficult to conduct regular classes; even if the schedule is maintained, actual instruction frequently takes the form of self-directed study. Students use this time to prepare for college entrance exams, and once the admissions process is complete, students who have been finally accepted into college go through the early graduation qualification recognition process and academic calendar procedures to graduate early after completing their second year.
Now, let’s consider the issues with the early graduation system. First, as many people point out, the process for granting early graduation eligibility is sometimes carried out merely as a formality. In the past, most science high schools conducted this process after university admissions were largely complete, to avoid overlapping with the admissions schedule. As a result, an atmosphere developed where it was practically difficult to deny early graduation eligibility to students who had already secured admission to a university. At the time, an audit by the Board of Audit and Inspection also identified this operational practice as a major problem.
However, I believe that students who have received acceptance letters through the college admissions process have, to a certain extent, demonstrated that they possess a minimum level of academic ability. In my view, the real issue is not the students’ ability but the educational environment provided to science high school students.
The curriculum at science high schools is designed to cover a vast amount of material in a very short period of time. In fact, the volume and difficulty of the material covered during this period are so high that they are difficult to compare with those of middle school. Unless students have engaged in sufficient preparatory study before enrollment, it is difficult to fully grasp all the material no matter how hard they study, and once they fall behind, catching up becomes extremely difficult.
In this environment, students often end up studying primarily to achieve good test scores rather than to fully understand the concepts. Rather than deeply understanding the principles behind problems, they focus on quickly finding the correct answers, and instead of enjoying the learning process itself, they spend much of their time constantly trying to keep up with the curriculum. Ultimately, opportunities to cultivate creative thinking diminish, and the pressure to achieve good grades may feel greater than the joy of exploring science. In fact, this educational environment may even result in a decline in students’ interest in learning.
Another issue is the impact of advanced learning. Students who have completed sufficient advanced learning before enrollment often maintain good grades with relatively little effort. In contrast, students who have not done so find it difficult to keep up with their peers, even when they put in significantly more effort over the same period of time. This gap can cause frustration among students, and some may lose confidence or even feel like giving up on their studies.
And there is one more issue that is of paramount importance. While explaining the science high school curriculum earlier, I barely mentioned subjects other than math and science. The reason for this is that their actual weight in the curriculum is significantly different. Under the curriculum at that time, math classes were scheduled for about 8 hours per week, and science—combining various subjects—totaled about 12 hours of instruction. In contrast, Korean and English were each allocated only about 2 hours, and social studies was also taught at a much lower intensity than in general high schools.
As such, the science high school curriculum is structured to have students devote most of their time to mathematics and science rather than gaining broad exposure to knowledge across various fields during high school. The fact that mathematics and science carry significant weight in college admissions further reinforces this trend. Of course, considering the purpose for which science high schools were established, strengthening mathematics and science education is only natural. However, in modern society, the ability to generate new ideas based not only on expertise in one’s major field but also on a foundation of humanities literacy and broad critical thinking is equally crucial.
Students at general high schools have the opportunity to develop a broad perspective by engaging with various subjects such as social studies, history, and literature. Even if they later pursue careers in science and engineering, they lay the groundwork to independently study fields such as history, philosophy, or literature as needed. In contrast, due to the nature of their curriculum, students at science high schools have relatively fewer opportunities to engage sufficiently with humanities and social science subjects. As a result, they may feel a considerable burden even when taking introductory-level college courses in history, philosophy, or literature, and without sustained effort, the gap in their humanities literacy compared to other students may widen.
It is, of course, also important to rigorously assess whether students’ math and science proficiency is sufficient to qualify for early graduation. However, I believe it is even more important to first examine what difficulties students face in the process of acquiring such skills and whether they are fully benefiting from diverse experiences and broad learning opportunities. In future discussions surrounding the early graduation system, I hope the focus will extend beyond merely evaluating students’ achievement levels to also considering how the science high school curriculum affects their growth and balanced development.
