PEORIA, IL -- The Peoria District 150 School Board meeting of Nov. 26 had little of interest except the public comment of activist Sharon Crews.
I did not attend because of an icy driveway and street, but here is her written comment:
-- Elaine Hopkins
The Manual and Peoria High English grades for 2017-18 reveal problems that cannot be ignored or mitigated.
There were 256 F’s at Manual and 451 at Peoria High. If these students are to graduate these courses will have to be retaken. There is no way you can convince me that summer school is not an absolute necessity, especially considering that there are undoubtedly a significant number of F’s in other subjects.
Since these students obviously struggle with English, it is very unfair to ask them to take two English courses in a semester. Also, because the district is very short of teachers, it is unwise and probably impossible to add classes for repeaters. Increasing the number of classes is, also, a drain on district finances. Besides that, adding repeaters to existing English classes increases class size and is very unfair to teachers and students.
I was appalled to learn from this data that most students are only in Credit Recovery classes for very short periods of time. At Manual, only 24 students completed a stint in a Credit Recovery English class. Two enrolled for only 21 days received D’s and one received a D for 10 days. Six were enrolled for one month; 3 for 2 months; 3 for 3 months, and 8 for 4 months. Eight students received one of those 17’s that I believe were A’s. I certainly question whether or not these courses fulfill curricular requirements. I think they are one size fits all.
The 48 F’s for English 1 and 35 F’s for English Composition are convincing evidence that these freshman entered Manual very unprepared. The 73 F’s for sophomore English indicates that there was little progress. The 111 F’s for freshman courses at Peoria High reveal the same. Standards for academics and, most of all, standards for behavior are at an all-time low for grades K-8. Teachers in many classrooms must deal with bell to bell discipline problems that leave very little time for teaching. We rarely, if ever, hear the truth about discipline from this or previous administrations; however, the grapevine spreads the bad news all over the city.
Many changes in policies that have been made in the last twenty years have resulted in steadily lowered standards of academics as well as discipline. Changes include making 40 the new zero, reducing three grading periods and a final exam to just a semester grade that can be easily manipulated into a passing grade, and most recently eliminating or mitigating the Constitution Test, which has been the rite of passage from eighth grade to high school, The reason for eliminating this tradition is that “this test has caused many difficulties for our students,” according to a letter from the administration to teachers.
This administration and previous ones have been interested only in credit recovery and higher grades, often inflated, especially for seniors. Those grades are window dressing for the administration.
Private schools and suburban schools have discipline policies that allow their teachers the time for effective teaching. Their teachers aren’t better than ours—they are just supported and respected more than ours. However, our poorly prepared students graduate into a world where they must compete with these better prepared students in college and in the work world.
Your misguided helps, credit recovery, and expensive programs are hurting more than helping our students. You absolutely must insure that discipline problems do not prevent our teachers from teaching and you must reinstate a summer school that will do more than provide credit recovery.
The data I received also shows that many students that start school in August are not around in May—what is causing these drops? Those are recorded on the document of all English grades. - 30 -
-- Sharon Crews