LDS Church officials have agreed to accommodate -- if not support -- Canyons School District in its quest to boost high school graduation requirements.

Canyons Superintendent David Doty met with church officials last month to allay fears that cramming more math, science and English into the school year would squeeze out electives, such as religious instruction at Mormon seminaries.

Doty said seminary leaders warmed to his idea for a career-and-college-ready diploma, which he stressed would be voluntary and flexible, leaving ample time for seminary. The take-home message was, "Don't worry. We'll adapt," said Doty, who was assured that if necessary, the church will expand its before- and after-school offerings.

Currently, most of the 84,433 Utah students enrolled in seminary are released for a class period each day.

Their religious instruction is provided off campus in a church-owned building, and does not count toward their graduation.

But it does consume seat time and up to four elective credits.

In other states and countries, LDS seminary is almost exclusively offered outside of school hours at a local church or home.

But the released-time model remains popular in Utah. The church has been teaching seminary since 1912. Worldwide, enrollment has doubled since the 1970s with Utah accounting for nearly 23 percent of the church's 361,993 students, according to a 2009 annual report published by the Church Educational System.

Seminary also keeps education costs low, freeing up teaching staff and classrooms.

"Released-time seminary, as evidenced by its growth in recent years, is a successful program valued by students, parents and administrators," LDS Church spokesman Scott Trotter said in a prepared statement. "We will continue to work with all involved to provide a program that benefits students and contributes to their overall learning experience."

Though not to be construed as an endorsement of Canyon's college-prep agenda, the LDS Church's cooperation frees Doty to press ahead.

But it doesn't alleviate everyone's concerns.

Doty now must convince his own music teachers who fear that in the battle for students' attention, the arts will most certainly lose.

Believing academic rigor to be the best predictor of success in college and the workplace, Doty wants to entice, not force, students to take heavier loads.

He has proposed creating three diplomas: a basic diploma for those who do the bare minimum (18 core credits) and two college-ready diplomas (the 20-credit Advanced and 22-credit Apex).

Even the Apex diploma leaves room for six electives, argues Doty.

Assuming a student chooses to use all six for band and orchestra and choral practice, that leaves another 1.5 credits of art embedded in the core curriculum.

The Apex also gives students the choice of three tracks, including an arts track that carries two extra arts credits.

All told, a high school student could spend a third of his or her time in the arts and still take seminary, said Doty. "We're working on solutions so students don't have to make a Hobson's choice."

But music teachers contend that while Doty's plans work on paper, in practice student schedules are more complicated.

"If band practice conflicts with the period for advanced math, a kid won't take band," said Randal Clark, the band and orchestra teacher at Jordan High.

It's already happening due, in part, to the state imposing a third year of math this year, Clark said. "Every single one of my sophomores who wants to be in jazz band has to test out of a course this summer in order to fit it in ... It didn't used to be a problem. Kids could take everything they wanted."

Kent Burrell, Jordan High's theater teacher, said the performing arts may seem discretionary, but some students are banking on landing a music scholarship in college. And it takes years of practice to excel.

Doty appreciates those concerns and has dispatched an arts specialist to work with teachers to find solutions.

Among the options being floated are allowing students to test out of certain classes, delivering online courses, expanding the school day and offering a full summer semester (not just the typical remedial summer school).

"It's our responsibily to prepare our students for world they'll be entering. And it's a much different world than their parents or even their teachers entered," said Doty. "It's much more global and technologically demanding, much more data driven and sophisticated. And it's navigated by going onto some postsecondary education."

kstewart@sltrib.com