Although administrator and teacher resignation, in most cases, is necessary as a result of Governor Nathan Deal’s CRCT Investigative Report, the attention placed on the scandal’s ‘fall out’ may cost educational stakeholders an opportunity to view the ‘big picture’ and discuss its implications.
For instance, several challenges compromise students’ academic development other than cheating teachers and unreasonably high standards. For instance, the invisibility of education’s positive impact on adults in students’ homes exists as a thorn in every aspect of school culture. Why would students desire something that proves unrelated to their lives and future success?
Let’s not forget the largest elephant in the classroom– students with severe behavioral and emotional challenges impede many students’ academic progress. More simply, biweekly standardized testing, benchmarking student progress, diminishes both students and teachers’ joy in learning. Possibly, teachers cheated to prevent being blamed for impediments to students’ academic progress they do not wholly control.
Most educational stakeholders agree that no educator should cheat, but the larger issue is initiatives that purely emphasize student academic progress using high- stakes consequences, such as APS targets. These initiatives overlook how much antiquated counseling services and parent involvement models cripple students’ academic success.
Essentially, students need more than academic support from their teachers; they also need emotional support and a culturally relevant curriculum in their learning environments. Hopefully, while the ‘fall out’ persists, all stakeholders gain a clearer picture of what impairs students’ academic progress.