The post about grade inflation (2/12/11) in the Hartford Public Schools created some discussion about whether or not such a practice was detrimental to the students. Some readers found that the practice could serve as a safety net, while others found it to simply present a false sense of hope.
There has yet to be any discussion of this issue among members of the Board of Education. I hear that if such discussion occurs, it will be in March. I still have not heard a peep from Superintendent Adamowski, David Medina (spokesperson for school system), or the principal at one of the schools practicing the questionable grade policy. To make this more interesting, while Medina is not responding to citizen inquiries about ethical practices, he has had the time to do some cheerleading for two superintendent candidates.
Troubles in the system. Troubles in the classrooms.
I have since been contacted by other teachers within the school system who are finding social promotion to be an even bigger concern. One has stated that his/her eleventh grade students are unable to read or write beyond a third grade level. Ideally, students in the eleventh and twelfth grades would be getting prepared for college-level work, but because of this inability to perform at grade level, such idealism does not play out. Students are apparently able to graduate from city high schools without being able to write a basic persuasive five-paragraph essay. Continue reading “Failing Students Through Social Promotion, Poor Planning, and Skewed Testing Policies”