To the editor:
I am writing in response to the recent Maine School Performance Grading System. To begin, I have 21 years of successful teaching and coaching experience at the high school level in both New Jersey and Maine. My experience includes 11 years teaching at a prestigious independent school in New Jersey and 10 years at a large, progressive high school in Maine.
As a former educator, I applaud Governor LePage’s and Commissioner Bowen’s commitment to improving education in Maine. However, to evaluate Maine high schools using test scores in reading and mathematics proficiency (40 percent for each) and graduation rates (20 percent) only is both misleading and superficial when considering the numerous factors which go into evaluating a meaningful and valuable high school education.
Consider the following statistics which serve to diminish the meaning of this questionable “report card”:
• Of 10 high schools receiving a grade of “A”, two (John Bapst and Maine School of Science and Mathematics) require an admissions process which includes testing. Thus, they are able to select students of higher aspiration and achievement and are not obligated to serve all students of varying abilities and interests.
• Of the remaining eight high schools receiving a grade of A, how interesting that they are all located in southern Maine in towns with an average income of $60, 312 (ranging from $50,932 to $72,359). Studies have consistently indicated a direct correlation between household income and educational aspiration.
• It is also interesting to note the correlation between the report card ratings and the percentage of free or reduced-fee lunches: the percentage of students receiving free or reduced-fee lunches at the high-school level ranges from 5.3 percent to 65.67 percent. I don’t need to indicate where in Maine the 5.3 percent figure is located; logic will tell you that!
Many of us have been fortunate in having a teacher who has had a major impact on our life during the highly challenging high school years. Some of us may have had several teachers whose influence continues to have a positive impact on our lives many years later. I would guess that the most significant impact was not necessarily related to test scores or graduation rates, but rather many other tangible and intangible factors.
With this in mind, I would like to issue two report cards of my own. The first is to a school with which I have become quite familiar through my grandson’s attendance, Southern Aroostook Community High School. According to the Maine School Performance Grading System, they received a grade of “D”. I too would give them a grade of “D,” but according to a different scale.
You see, my grading system would equate “D” to the following:
• “D” for Dedicated: Through my past three years’ experience with the faculty and staff of Southern Aroostook, I have found their dedication to their profession, their caring and commitment to each student and their overall professionalism to be highly exceptional. The personal attention available to each student is on a par with the individualized attention touted as “unique” by private schools interested in attracting students (for $50,000 per year!). I am honored to have my grandson receive his education at Southern Aroostook where he is able to consistently receive the individual attention and quality education he needs for significantly less.
• “D” for Devoted: Throughout my 21-year career in education, I worked with many outstanding teachers whose dedication and devotion to their profession and to the student was truly exceptional. Unfortunately, there were also many of what I would call “lunchbox” teachers who punched in and punched out as if in a factory job, with little interest in education other than a long summer vacation. I have seen no lunch boxes at Southern Aroostook!
• “D” for Dynamic: The enthusiasm and energy exhibited by the staff at Southern Aroostook is contagious: students are inspired by positive role models on a daily basis. This energy and enthusiasm imparted to them will serve them well as they pursue future educational endeavors and/or enter the workforce.
Although my math skills would not qualify me for admission to the Maine School of Science and Mathematics, according to my math, these three “D’s” equal one “A”:
• “A” for Awesome and Absolutely Amazing: This is the grade which I would give to the faculty and staff of Southern Aroostook. Keep up the great work in providing a complete education to all students, not just the select few who have the money and test scores to attend.
By the way, the average income for the area which Southern Aroostook serves is $27,615. This certainly impacts the State’s rating system, but has no impact on the reality of the overall quality of education provided per my rating system.
My second report card is for the Governor and Commissioner of Education for their Maine School Performance Grading System:
• “F” for Faulty, Flawed, Farcical and Filled with Flatulence: No explanation needed!
Pete Chavonelle
Island Falls
