This was written by Wendy Lecker, a parent of three children in Stamford, Connecticut’s public schools (two in high school).
Stamford’s school system is diverse and has made strides in improving curriculum and reducing in-school segregation, Lecker says, but there is a great deal of pressure to raise test scores, which “tends to result in scripted curricula that often ignore the skills all children need to succeed.”
For example, she says, her children who are in high school — a junior and a sophomore — “have yet to be assigned a writing assignment longer than three pages.”
Read the article.