On the heels of my previous post, “Cooking the Books,” another teacher from elsewhere in Florida sent along the piece you will read below. While I only focused on exams in the last post, they are only one small cog in the graduation rate manipulation machine. The problems mentioned in this teacher’s post are REAL.
I am not a fan of “credit recovery” efforts in my school district. I think they are burdensome to teachers who are already overworked and underpaid. They provide students who choose to underperform in class a way out, which is punitive to those students who work hard all school year. Our “credit recovery” efforts in my district also do not align completely with state statute because our district is taking advantage of the statute’s ambiguity.
In my central Florida district, if a secondary student receives a D or an F for a school quarter they are given a “credit recovery” packet. This “credit recovery” packet is given to students every, single, 9 weeks. The packet is usually designed by the teacher of whichever core subject was failed and given to the student to complete. Upon the completion of the packet, the teacher is to give that student a “C”. There is no universal packet because it will vary by teacher, subject, grade level, and school. A student who is taking a 6th grade social studies class at School A will get a very different packet to the 6th grader taking social studies at School B.
I want you to imagine that you’re a teacher and you have lovingly prepared engaging lessons using multiple teaching techniques that cater to a variety of learning styles, but also that meet state standards. You arrive to work early on a daily basis in order to make sure your room is set up properly, get your copies made, ensure your technology is working properly, maybe grade some papers, and enjoy a few quiet sips of coffee. However, every day little Bobby doesn’t participate in the lesson or complete any activities.
Little Bobby doesn’t even bother to put his name on any of the papers. All little Bobby seems to do is sleep or play on his phone. As a teacher, you try to counsel him one-on-one to encourage him. Nothing changes. You then call home on several occasions. Nothing changes. You go to guidance, a more seasoned educator, a coach, your administration, ESE teachers, the school psychologist, and check to see if little Bobby has an IEP/504 to ensure you are following all of his accommodations (if any). You even provide him missing assignments weekly for him to make up. Still nothing changes.
Nine weeks go by and report cards are getting ready to come out. Little Bobby has a 0% F in your class. All your documentation for every parent communication, accommodation, and effort you’ve put in to trying to help this particular student is ready. Then you get told by your administration that you now have to design him a “credit recovery” packet that goes over everything you did in the previous 9 weeks. He is given 2-3 weeks to complete it, and upon completion you must give him a 75% for the 9 weeks. Little Bobby repeats this same behavior every 9 weeks. This is a student who is clearly not proficient in the subject matter but because of the system, he is still going to get pushed through.
The Florida statute 1003.413(2)(d) states “credit recovery” should be “…competency based and offered through innovative delivery systems, including computer-assisted instruction.” A packet is not innovative nor is it computer-assisted instruction. The intention was to use an online platform we lovingly call E2020, which provides content for core curriculum, elective, advanced placement, career and technical courses, and “credit recovery”. It’s supposed to be for a semester. This program alleviates the burden of teachers having to create and grade “credit recovery” packets on top of our already burdensome workload. But the programs also requires another prep, which means either the district will need to pay a teacher to give up their planning period or hire another teacher to teach those E2020 courses. As it stands, having teachers create the packets puts the burden solely on them and there’s no accountability as to whether or not the packets actually meet the standards.
Kids are not dumb, and when kids learn how to work the system to their advantage they will do it. I have had these students throughout my career as an educator who have stated there is no reason for them to work in class because they know they will get “credit recovery” and get moved along. They do not have the impetus to do otherwise.
However, even when given a “credit recovery” packet there are still kids who do not complete the packets. I think at my school we had over 160 students receive a “credit recovery” packet in one of the four core class (Social Studies, ELA, Science, and Math) during the first quarter of this school year. Only 40 students turned in a completed “credit recovery” packet. I often hear how “Kids are kids, and they make mistakes” when I discuss this issue with people outside of education. They’re right…kids make mistakes all the time. But the best way to learn from our mistakes is to receive a natural consequence. A natural consequence for not doing your work in class is to fail that class, at least for the quarter. In the hope, that the student will get their act together.
In my opinion, we should allow the students one opportunity for a “credit recovery” packet from the teacher. If the student fails to meet the requirements of the packet, then that student’s grade needs to stand. If that student’s performance still leaves something to be desired and they have a “D” or an “F” for the semester, they should be provided opportunity for E2020. If they fail E2020 and still continue with their lackluster performance they need to fail the course. They need to go to summer school or repeat the course the following year. We need to prepare them for college or the workforce. By allowing a student to do nothing all school year and give them multiple opportunities to make up their grade to a “C” is not a reflection of reality. If you fail a course in college there is no “credit recovery”. If you fail to finish a task given to you by your employer, you could be fired. There has to be a better way, and what we have now isn’t it.
Thanks for reading, everyone. The Teacher Voice project is always looking for guest authors, whether anonymous or not; I have always envisioned this blog and podcast to be a diverse and collaborative endeavor. If you’d like to contribute and share your “teacher voice” (and you don’t have to be a teacher, any education advocate is welcome to submit pieces), please email me at firstname.lastname@example.org