PEORIA -- The public comment section of the Peoria District 150 School Board meeting on Feb. 11 focused mainly on fighting and disruption at Von Steuben Middle School.
Many people spoke of the problems there. "Behaviors are out of control. Teachers have no power to curb the escalating behaviors," said a parent who is PTO president there and a part time aide.
What kind of behaviors? Children talk disrespectfully, swear, mock teachers, bully others, fight, attack teachers, and worse. the speakers said. They may get in trouble but then an adult complains to the administration which overturns the punishment. The children know this, the speakers said.
They asked for more security at the school.
Here is the the Journal Star story on the meeting.
Here is a recording of their comments.
Dist.150 feb.11
Activist Sharon Crews studied students who were retained by their teachers but were passed on anyway. She asked who has the power to overturn a teacher's decision. See her report here:
Comments by Sharon Crews:
"At the
beginning of the year, I heard that some primary and middle school students who
were retained by teacher decisions last year were passed on to the next grade
because they attended the Summer Compass Learning program. The FOIA response revealed that the rumor was
false.
However, data
seems to reveal that 33 of the 225 students who were retained by their teachers
were passed on to a higher grade by someone other than their teachers. I hope that you board members do know why and
by whom these reversals of teacher decisions were made and that, in the
interest of transparency, you would be willing to make the reasons public.
Seven of the
19 retained middle school students--who ultimately passed--did attend Compass
Learning. Conversely, eight middle
school students were retained even though they did attend Compass
Learning. Clearly, then attendance at
Compass Learning was not the criterion for reversing the retentions. I would think that parents of the 192
students whose retentions were not reversed would like to know why their
children missed out on the opportunity offered to 33 others. And just what was that opportunity?
This data
revealed some other information worth consideration. For instance, the highest number of failures
occurred in kindergarten and 1st grade and in 7th and 8th
grades.
Using the
teacher numbers, 67 failed kindergarten, 40 the 1st grade, 41 the 7th
grade, and 26 the 8th grade. That
means that roughly 78% of the failures were in the two lowest and the two
highest grades.
As to the
reversals of retentions, ten retained kindergarteners were passed on, three 1st
graders, one 3rd grader, three 5th graders, nine 7th graders and seven 8th graders. Grades were changed at 13 primary or middle
schools. No grade changes were made at
Glen Oak, Kellar, Northmoor, Thomas Jefferson, Whittier, Woodrow Wilson, Mark
Bills, Rolling Acres, or Trewyn. I do
find myself wondering why teacher decisions were not questioned at those
schools. There were no failures at
Jamieson, Lindbergh, Von Steuben, and Washington.
I did find
the Quest numbers especially interesting.
Of the ten students retained by Quest teachers, four returned to District
150 schools and two are not enrolled at Quest or in 150. Therefore, only four of the retained students
remained at Quest. I did find it most
interesting that one of the retained Quest students was passed to a higher
grade in a District 150 school.
I believe it
is worth noting that 40 of the students who failed moved to a different
District 150 school for the current year.
Seven moved from 8th grade to a high school. Because there seem to be no firm school
boundaries in District 150, it is difficult to conclude whether these parents
moved to new areas or whether District 150 moved students around for whatever
reason. Also, 31 of the students were
not listed as being in any District 150 school.
I believe
this information should raise some eyebrows.
Clearly, I believe there is a need for board members to find out if
these reversals of retentions represent a new trend in District 150. Who and how many have the authority to
override teacher decisions about grades and what criteria are used to make such
decisions? What can be said about a
District whose administration seems to have such distrust of teacher
decisions? In light of the seemingly
arbitrary reversals of teacher decisions, how can we expect students and
parents to trust the fairness and honesty of District 150’s decisions that so
directly affect students?
Another
question I have relates to the number of failures. 192 or 225 seems to me to be a very small
number. Perhaps some studies should be
done to compare the failure rates over the last twenty years. Is, as I suspect, there a trend toward social
promotion, disrespect of teachers’ judgments, and lowering of standards?
These are
the kinds of questions that the District simply must answer. We need to know from where we have come,
where we are going, and why."
Sharon uncovered some disturbing facts that should generate discussion within District 150. We'll see if that happens.
-- Elaine Hopkins