Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docxtoltonkendal
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country ...
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docxtoltonkendal
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country ...
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docxagnesdcarey33086
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country.
Common CoreAbstractCommon Core was developed by the Nationa.docxmonicafrancis71118
Common Core
Abstract:
Common Core was developed by the National Governors Association and Council of Chief State School Officers. Control, choices in debate State school board member Mary Scott Hunter was not on the board when the standards were adopted, but she has been a vocal proponent of Common Core.
Full text:
Sept. 29--MONTGOMERY -- It is called Common Core. Yet despite the name, there is little common ground between those on opposite sides of the debate about Alabama's new education standards.
The national benchmarks, designed to ensure Alabama students are learning the same concepts in the same grades as students anywhere else in the country, were adopted by the state's elected Board of Education in 2010.
Since that time, and with increasing frequency, board members and state Superintendent Tommy Bice have had to defend the standards from those who say anything to do with Common Core amounts to a federal takeover of schools and is not good for students.
Implementation of the math standards started last year. English begins this year.
Alabama Board of Education member Charles Elliott, R-Decatur, said he has heard nothing but good things from educators in his district about Common Core.
"Everyone's said they were an improvement, and even in the some of the best schools, they were going to have to do a better job of teaching students," said Elliott, who does not plan to seek re-election in 2014. "I've spoken with a majority of the superintendents in the 6th District, and they've said we can't go back. They say if we were forced to generate our own standards, we would seek out these Common Core standards."
But opponents, including many tea party organizations, continue to demand change. Some lawmakers are listening. Sen. Scott Beason, R-Gardendale, promises to introduce a bill next year to repeal Common Core.
"It's an unproven curriculum," Beason said. "They can't point to anywhere in the world that it's been successful. You wouldn't buy an electronic device no one had tried. Why would you buy an education system that no one's tested?"
He disagrees with educators who say there still is local control of curriculum.
"If we're still in such control, why don't they just get out of it?" Beason said. "Why don't they just take the parts they like and get out of it?"
Elliott said a lot of misinformation about Common Core continues to be circulated, and he'll continue to listen to educators.
"With all due respect to the tea party, they are really good Americans, but am I going to listen to teachers and principals or am I going to listen to the tea party?" he said.
Here's a look at Common Core in Alabama.
Common Core history
The state Board of Education, including then-Gov. Bob Riley, approved the adoption of Common Core State Standards along with selected Alabama standards in November 2010. They were not referred to as Common Core, though. Instead, they were approved under the name "Alabama College and Career Ready Initiative."
In its literature,.
Running head MORE THAN STANDARDIZED TESTS1MORE THAN STANDARDIZ.docxcharisellington63520
Running head: MORE THAN STANDARDIZED TESTS1
MORE THAN STANDARDIZED TESTS15
MORE than Standardized Tests
Sammy North
DeVry University
MORE Than Standardized Tests
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns, and walked across the stage to receive their diplomas. But she did not; she waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen, and we have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
The purpose of this proposal on replacing standardized tests with end-of-year subject tests is to convince readers that changing assessments in education will improve education, and a strong educational system will result in several positive outcomes. The problems and their outcomes as well as the solution are the result of thorough research on these tests. Though I am a novice scholar, I will include several sources that will establish my credibility regarding standardized tests. The ideas of Hillocks (2002), McNeil and Valenzuela (2001), and Ravitch (2011), who are all experts on this topic, will help to establish my credibility.
Everyone is affected by the strength of our educational system, from the students and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
Problem Analysis
This problem resulted on the one hand from national concern with global c.
UNIVERSITY TUITION
State legislature tries to delay dramatic increase in university cost
The increase in university costs since 2003, when they were deregulated, has been three times that of salaries
Jorge Luis Sierra
Dec. 17, 2008
La Voz de Houston
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docxagnesdcarey33086
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country.
Common CoreAbstractCommon Core was developed by the Nationa.docxmonicafrancis71118
Common Core
Abstract:
Common Core was developed by the National Governors Association and Council of Chief State School Officers. Control, choices in debate State school board member Mary Scott Hunter was not on the board when the standards were adopted, but she has been a vocal proponent of Common Core.
Full text:
Sept. 29--MONTGOMERY -- It is called Common Core. Yet despite the name, there is little common ground between those on opposite sides of the debate about Alabama's new education standards.
The national benchmarks, designed to ensure Alabama students are learning the same concepts in the same grades as students anywhere else in the country, were adopted by the state's elected Board of Education in 2010.
Since that time, and with increasing frequency, board members and state Superintendent Tommy Bice have had to defend the standards from those who say anything to do with Common Core amounts to a federal takeover of schools and is not good for students.
Implementation of the math standards started last year. English begins this year.
Alabama Board of Education member Charles Elliott, R-Decatur, said he has heard nothing but good things from educators in his district about Common Core.
"Everyone's said they were an improvement, and even in the some of the best schools, they were going to have to do a better job of teaching students," said Elliott, who does not plan to seek re-election in 2014. "I've spoken with a majority of the superintendents in the 6th District, and they've said we can't go back. They say if we were forced to generate our own standards, we would seek out these Common Core standards."
But opponents, including many tea party organizations, continue to demand change. Some lawmakers are listening. Sen. Scott Beason, R-Gardendale, promises to introduce a bill next year to repeal Common Core.
"It's an unproven curriculum," Beason said. "They can't point to anywhere in the world that it's been successful. You wouldn't buy an electronic device no one had tried. Why would you buy an education system that no one's tested?"
He disagrees with educators who say there still is local control of curriculum.
"If we're still in such control, why don't they just get out of it?" Beason said. "Why don't they just take the parts they like and get out of it?"
Elliott said a lot of misinformation about Common Core continues to be circulated, and he'll continue to listen to educators.
"With all due respect to the tea party, they are really good Americans, but am I going to listen to teachers and principals or am I going to listen to the tea party?" he said.
Here's a look at Common Core in Alabama.
Common Core history
The state Board of Education, including then-Gov. Bob Riley, approved the adoption of Common Core State Standards along with selected Alabama standards in November 2010. They were not referred to as Common Core, though. Instead, they were approved under the name "Alabama College and Career Ready Initiative."
In its literature,.
Running head MORE THAN STANDARDIZED TESTS1MORE THAN STANDARDIZ.docxcharisellington63520
Running head: MORE THAN STANDARDIZED TESTS1
MORE THAN STANDARDIZED TESTS15
MORE than Standardized Tests
Sammy North
DeVry University
MORE Than Standardized Tests
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns, and walked across the stage to receive their diplomas. But she did not; she waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen, and we have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
The purpose of this proposal on replacing standardized tests with end-of-year subject tests is to convince readers that changing assessments in education will improve education, and a strong educational system will result in several positive outcomes. The problems and their outcomes as well as the solution are the result of thorough research on these tests. Though I am a novice scholar, I will include several sources that will establish my credibility regarding standardized tests. The ideas of Hillocks (2002), McNeil and Valenzuela (2001), and Ravitch (2011), who are all experts on this topic, will help to establish my credibility.
Everyone is affected by the strength of our educational system, from the students and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
Problem Analysis
This problem resulted on the one hand from national concern with global c.
UNIVERSITY TUITION
State legislature tries to delay dramatic increase in university cost
The increase in university costs since 2003, when they were deregulated, has been three times that of salaries
Jorge Luis Sierra
Dec. 17, 2008
La Voz de Houston
1. Seniors at risk of not graduating await new law
Since she was a little girl in Cameroon, watching her mom care for a cancer patient, Paola Dembe
has wanted to work in health care. Now a senior at Lee High School in southwest Houston, she has a
shot at a nursing internship this summer - but she needs her diploma first.
Thanks to a bill expected to become law this week in Austin, she may get it.
Dembe, 18, is among thousands of students across Texas hoping to benefit from the law that will
give her a chance to graduate, even though she has yet to pass all five of the state's required
standardized exams.
Riding the wave of anti-testing momentum, state lawmakers overwhelmingly approved the bill -
which will establish committees to review students who have failed one or two exams. Still, some
business and education groups maintainthat Texas, a forerunner in public school accountability, is
lowering standards and may turn out ill-prepared graduates.
In 2013, the Legislature made the first move to scale back testing, cutting the number of high school
exams from a nationwide high of 15 to five. Most of the tests cover freshman or sophomore courses.
Debate aside, with graduation ceremonies a few weeks away, school officials are hurrying to meet
the bill's requirements. They must schedule special committee meetings to decide whether each
student who has not passed all the state exams but has the necessary course credits should
graduate. Only those who fail one or two tests qualify.
Dembe, who has yet to pass the algebra and U.S. history exams after multiple attempts, said she
hopes the committee appreciates her grades, mostly A's and B's. And she hopes the members
consider that she passed her English I and II exams, even though she didn't start learning the
language until she moved here from Africa in eighth grade.
"I want them to give me the opportunity to go to college and live my dream," she said. "I want to
make my parents proud."
28,100 seniors affected
As of December, more than 28,100 seniors statewide - and more than 5,500 in the Houston area -
still had to pass at least one state end-of-course exam. The students had another chance to retake
the exams last week, so the number at risk of not graduating is expected to drop.
School districts, however, will not receive the latest test results for another week or two, adding to
the crunch time before commencement.
Lee High School's ceremony is May 31.
Dembe said she hasn't even made plans. "I'm scared," she said.
Her older sister didn't get to walk across the stage, Dembe said, because she didn't pass the state's
old exams, the TAKS, in time. She passed a retest, however, and now attends community college.
2. Under the bill, school districts must set up an "individual graduation committee" for each student. It
must consist of the principal or a designee; the teacher and department chair of the subject area in
question; and the student's parent or guardian - or the 18-year-old student.
The panel is charged with reviewing several factors, including the student's course grades,
attendance, past scores on state exams, scores on other tests such as the SAT or ACT, and whether
the student took advanced or industry certification courses. The committee must agree unanimously
to graduate the student.
State Sen. Kel Seliger, who authored Senate Bill 149, said he has not heard any concerns from Gov.
Greg Abbott, and he expects it to become law automatically Tuesday, or sooner if Abbott signs it.
The law will expire in 2017.
"Did our entire educational system get better because we came up with a measure and called it the
STAAR test?" Seliger, R-Amarillo asked, referring to the latest testing regime, the State of Texas
Assessments of Academic Readiness. "No, not at all. Look at all the people who work at NASA who
have never taken a STAAR test."
H.D. Chambers, superintendent of the Alief Independent School District, said he strongly supports
the bill and his staff has been making plans since January. About 190 of his seniors still had to pass
at least one exam before re-testing last week.
"This is not a get-out-of-jail-free card for students who have not mastered end-of-course exams,"
Chambers said. "All we're attempting to do with this is, let's not let a single test, for students who
struggle with a test, prevent them from graduating."
For example, Chambers said, students may struggle to write an expository or a persuasive essay, as
required by the state English exams, but the district could ask them to write a cover letter to a
potential employer to demonstrate their writing skills.
Alternative review
In the Cypress-Fairbanks school district, all students who go before the graduation committees will
have to complete an alternative assessment - one that doesn't involve bubbling in answers, said
Linda Macias, the associate superintendent of curriculum, instruction and accountability.
"Obviously that's the part they've had a hard time with," she said.
In biology, for instance, the students will rotate through five activities, covering lessons such as
population changes, animal systems and genetics.
The district has about 200 seniors who have all their course credits but had not passed all the state
exams before retesting last week, said Macias. She expects that most students who go before the
graduation committees will be approved to http://www.brainyquote.com/quotes/keywords/law.html
graduate, as their teachers already have given them passing grades.
The state has similar special committees that can promote fifth- and eighth-grade students who fail
the mandatory exams in reading and math. Few of the students end up being retained. Among the
eighth-graders, 95 percent of those who failed the exams were promoted by the grade placement
committees in 2013, according to the latest state data.
3. Those students who were retained, however, passed state exams the next year at higher rates than
those who were promoted, the data show.
Anna Eastman, a Houston school board member, expressed concerns that the graduation
committees, like those for younger children, are going to graduate too many students who lack basic
skills. Still, she said, she supports the committees to grant exceptions for some students.
"I http://transportation.dmas.virginia.gov/UserProfile/tabid/260/UserId/329/Default.aspx worry when
we've already lowered our standards as much as we have, that allowing for not passing two of the
exams is just going to hurt our kids in the end, more than help them," Eastman said.
Courtney Boswell, a former algebra teacher who serves as executive director of the Austin-based
advocacy group Texas Institute for Education Reform, echoed concerns about the exemptions. She
noted that school officials have an incentive to graduate more students to improve their graduation
rates.
"My concern is for the student. Why is that student getting to their junior and senior year and not
able to perform on these tests?" she said.
Printers on alert
In Spring ISD, where district officials uncovered problems with students' credits and transcripts
earlier this school year, top staff have compiled a detailed timeline for the graduation committees.
Notice will go out to parents next week. If student names need to be added to the commencement
programs, chief of staff Julie Hill said the district is prepared.
"We've already got our printers on alert," she said.
In Houston ISD, the high school chief, Harrison Peters, sent an email to principals calling an
"Emergency Meeting" for Tuesday to discuss the graduation panels and other issues.
HISD students have struggled on the state English exams, with 57 percent passing the freshman test
last year. The district was not able to provide a count of the number of seniors at risk of not
graduating.
Jessica Smith, a social worker with Communities in Schools at Lee High School, said she has seen
students like Dembe stress over the state exams, and she hopes the graduation committee approves
her.
"She's a perfectly capable, smart, talented young woman who deserves to walk across that stage,"
Smith said.
http://www.houstonchronicle.com/news/education/article/Seniors-at-risk-of-not-graduating-await-ne
w-law-6254622.php