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1. 1 On October 3rd, 2007, Parent said:

   This is somewhat related to NCLB and MCAS.

   I’d like to get your thoughts on a recent Time magazine article. The article implies that all the money being spent to ‘raise up’ the level of the low-end students is coming at the expense of more advanced students.

   http://www.time.com/time/magazine/article/0,9171,1653653,00.html

   Can you say anything about what is done in Lowell schools to provide challenges for students up to the task?

   I know at the High School level there’s the (fairly new) Latin Academy in LHS. But what about at the lower levels? With all the talk of money going into UML for new programs, like the nano center, shouldn’t Lowell be doing something to ensure our kids are up to the task of filling those programs?

   Also, regarding NCLB and MCAS, is it the expectation of these programs that all students obtain equal intelligence? It seems to me that the proponents of these programs are either ignoring or forgetting that natural distributions form a bell curve. For groups of students, this means most will be average, some will be below, some will be above.

2. 2 On October 3rd, 2007, Jackie said:

   I read the Time article with interest and completely agree with its basic premise that we are not doing enough to support and encourage our gifted students. In Massachusetts, particularly, funding for gifted programs has been slashed into near extinction. In fact, about a year ago, the state scolded a Lowell middle school (and threatened to withdraw funding) for an after-school jazz band program that required children audition to participate. Lowell focuses on improving the test scores of its low-performing students, as it should, but I have also always advocated that we do more for our high-achieving students. Excellent schools meet all students where they are and challenge them to higher levels. We have made progress in this area: first, by doing more flexible groupings, such as the seventh and eighth grade algebra honors programs and interventions in math and reading for struggling students. These efforts have shown progress at both levels: struggling students are improving at faster rates, and more students are taking high-level algebra as freshmen than ever before. In addition to the Latin Lyceum, at LHS, we have honors classes as well as advanced classes for college credit. That said, there is still much work to be done to continue to raise the ceiling and the floor.

3. 3 On October 3rd, 2007, Parent said:

   Thanks for the prompt reply.

   One flaw I see in MCAS, NCLB, etc is that the emphasis on reading and math skills can come at the expense of science. While being literate and numerate are certainly important in all aspects of life, many of the most promising future careers lie science and engineering: software, robotics, medicinal chemistry, nano, material science, alternative energies, etc. What I’d love to see established, along the lines of Lyceum, is a Lowell Science Academy, to prepare those interested for that future. And not just for middle or high school, but from K-12.

   Another problem I see with MCAS is that there is the potential for kids to view learning as an exercise in cramming for tests and quickly forgetting. Spending months prepping kids for a multiple-choice exam is not the way to produce inquisitive and creative thinkers.

4. 4 On October 5th, 2007, Jackie said:

   The state has now added a science component to MCAS testing, and although some parts of the test (particularly social studies) are multiple choice questions, it is not completely about rote memorization. MCAS does require reading comprehension, critical thinking, and writing skills. That said, I agree we need to do more with science—especially hands on and experiments–beginning in elementary school. Unfortunately, the budget cuts of 2003 slashed our science teacher positions for K-4; since then, time for science at the middle schools continues to squeezed with renewed focus on math and literacy. At the high school, we don’t have enough labs for the number of students. Overall, we need more time and more resources to give science the attention it deserves—one of many challenges we face.

5. 5 On October 5th, 2007, another parent said:

   Almost every day my son, in 7th grade at the Sullivan, comes home and tells me about the subs he has, usually in more than one class. Is there any way I can find out how often he really is having a sub? Is there any research that shows the impact that having frequent, multiple subs can have on a child’s learning? Would the school committee ever consider a policy in which the number of subs a child can have is limited? After all, the policy is very strict regarding a child’s attendance. It is difficult for me to understand why he has so many subs. I wish that parents were given more information about what goes on with their child at school.

6. 6 On October 5th, 2007, Jackie said:

   I don’t know of any studies that track student learning with use of substitutes but common sense leads me to believe it’s not a great learning environment. Have you contacted your principal to discuss your concerns about this issue? Personnel privacy prohibits her from speaking about particular teachers or their illnesses, but she should be able to address the number of subs your child is having and your concerns around that. Also, the school department has been tracking teacher attendance for several years. The teachers’ contract does allow 15 sick days annually, and it includes sick-pay buyback, which pays teachers a percentage of their unused sick days when they retire (as an incentive to “save up” the days). Regarding your seventh grader’s classes, I obviously don’t have specifics, nor would this be an appropriate format for explaining them, but I will forward your concerns (anonymously) to Sue Mulligan, assistant supt for human resources, for more information. If you are okay her contacting you, let me know.

7. 7 On October 10th, 2007, Always Right in Lowell said:

   Reading this post brought back memories…and not good ones. It’s been a pet peeve of mine since now 22yo was in the Lowell School system. In the 6th grade at the Sullivan, I tracked the subs my child had from September through the end of the year and there was NEVER a week when she had every teacher in every class. I wish I still had my notes but I recall her so many times having more than one sub in a day. I brought this up at a parent’s meeting and personally with the then principal, Paula…(her last name escapes me), and was told that teacher’s were well within their ‘rights’ to use as many days as they have available. I was especially appalled at all the Friday and Monday ’sick’ days there were, particularly before a long weekend or holiday. This trend did not change when she went to LHS. If anything, it got worse, there was a year when there was no English teacher for her class for most of the year and they relied on subs. It was so frustrating to not get any satisfaction from the ‘powers that be’ at either school. The fact that it’s still going on 10 yrs later is disturbing. When you think of how many days of school there are, 15 days is way out of sight. Try working in the ‘dreaded private sector’ and see how far you’d get taking all those days off. And the retirement buyback incentive is sickening.