Time to take responsibility for student achievement

Re: Success at schools depended on community — April 26

After reading Mary Cunningham’s letter, it sounds to me like no one wants to take responsibility for poor EQAO test scores in math and reading or poor student achievement in general — not school trustees, not school boards, not even teachers, retired or otherwise.

At the very least we can agree on one thing: money alone isn’t enough. Despite increased funding from the Ontario government, students continue to perform poorly.

So then, what is the problem?

I can think of no organization or employee who is not accountable to someone on some level. Boards, trustees and teachers are no different. If boards delivered programming that effectively supported curriculum guidelines and expectations; promoted literacy and numeracy; and supported students who struggle early on, no extra time would be required to prepare students for the EQAO tests as most students would already be performing at expected levels. Lacklustre results are likely not a result of governmental bureaucracy but school board bureaucracy and bad policy-and decision-making.

Although schools may not have control over factors taking place outside of school, many things are within a school’s control. Suggesting parents and communities are to blame is a real low blow. My parents were immigrants who barely spoke English, as increasing numbers of families are in this community. I am a university graduate not because of the support I received at home but because of the support I received from my teachers and programming made available to me in school.

Families and communities have enough on their plates. Plus, they are not directly linked to what is going on in the classroom. Enough of the blame game. Trustees, boards, and teachers, it’s time to take responsibility for EQAO test scores and student achievement.

Jay Escedi

Kitchener