a dash of ash

may 29 2020

There is no doubt that the current pandemic, whose end seems to be the reigning uncertainty of the entire situation, has affected every single corner of our society. Amongst many others, one of the aspects most dramatically affected is that of the education system. In a matter of days, educators were put to the test by transferring curriculum and lessons to a deliverable, online format, while also undoubtedly acting under the various pressures put upon them by the acceleration of COVID-19. As the school year rolls to a close, I can only feel for all of the students that have been affected by this pandemic. Of course, as a college freshman, I have also been affected, but it almost seems as though my previous, though minimal, experience with university studies and time management helped to ease the transition to online education for me, personally. However, I understand that this advantage that I was lucky enough to have faltered in its presence amongst others. 

Having gone to elementary and middle school in the Richmond Community School District, I have had my fair share of ups and downs with the district and its views on its students and their education. Taking that into account, I attended high school elsewhere (where I received some of my best educational experience to date, might I add), so I must fairly admit that my most recent, firsthand experience with this school district was about five years ago. Within my time as a student in this district, I was fortunate enough to have many teachers that furthered my love of learning and ultimately inspired me to strive toward a career in education. That being said, the school district has also disappointed me, as well as many others, throughout the years. From my own personal perspective, despite being an establishment meant to focus upon education and learning, the district puts an unfair amount of attention upon their sports. Although putting a focus on extracurricular activities is a positive for students, and gives an equal opportunity for them to explore their interests in light of their educational career, there is such a thing as too much focus. Being a student that has always been focused on academics more than anything else, and putting my all into my studies, I found that I generally felt excluded from most of the happenings in the district. It seemed as if you didn’t play some sort of sport, you weren’t a significant focus of the district, which is incredibly unfortunate because there are many artistically and academically talented students who don’t receive nearly the amount of recognition they deserve from the district itself. 

This trend of disinterest in academics being exuded by the school district unfortunately has not let up in the last few years. Of course, in today’s time, it’s understandable that school districts struggle under the pressures that are put upon them to ensure that students are given as many resources as possible to get through the various home lives that they lead, while still having access to an equal education. This is a very intricate and difficult task and allots a great deal of pressure upon every member of the schools’ staff. This is a predicament that many schools throughout the country, and the world, are currently attempting to solve. Some are clearly doing so with a greater deal of success than others. 

The Richmond Community School District’s Continuity of Learning and COVID-19 Response Plan states that 

“The aim, emphasis, and focus for schoolwork assigned, reviewed, and completed during remote learning is on learning, not on compliance.” *

This is a commendable statement, and is something that should be promoted in a difficult time like this. The emphasis placed upon learning as opposed to compliance is something that should be maintained at all times, and not just times of difficulty. However, this statement caused the outcome in which compliance is seemingly nonexistent now, which serves as a problem for students who require motivation and push to get them through their academic journey. Though the implication within this statement serves to show that this emphasis is not one with regular frequency, it is just that – an implication. Within my experience at Richmond Community Schools, some educators employed by the district place the process of learning to have the utmost importance, while others simply view their role as a job, leaning to compliance-based standards. 

As someone striving for a future career in the education field, having already taken a year of university-level classes regarding education, I believe that the school district handled the situation they were placed in, with anything but grace. Following an earnest statement placing students’ learning above holding them accountable and responsible. While this can be helpful at this time, as students may struggle more with mental health and attention disabilities in their home setting than they would in a school setting, it is important that the accountability aspect of education not be eradicated completely, as it plays a role in what drives students. 

The concept of accountability has been mentioned in several of my education courses. Teachers holding students accountable, is of course, the more classical route when navigating this subject. Taking that into account, there is an arguably more significant perspective that can be taken: students holding teachers accountable. The idea of accountability in an educational environment is more of a cycle; students should hold teachers accountable for holding students accountable. By placing learning above compliance, this school district puts up a façade that they are concerned about students’ education, when actually, they are putting it in more jeopardy than ever. 

When discussing the concern about grading during this time of sudden online schooling, the district’s Continuity of Learning and COVID-19 Response Plan states that

“In order to receive credit, students need to achieve an average of 60% on at least 60% of all assignments in each course,”

and 

“Student work completed during the mandated statewide school closure will not negatively impact a student’s grades or otherwise impact a student’s academic standing.”

Of course, the expression of leniency within the first direct quotation can be interpreted as an allowance for students to simply stop doing their work from the time that school transitioned completely online. This can be interpreted as a sign of grace and understanding from the school, or as an implication that they’ve given up on challenging students. Many students thrive off of being challenged, and if they don’t they still learn from being challenged. By being lenient toward grading, and failing to give students credit for the work they’re doing, they see no point in completing the work. The role of students to hold their teachers accountable can be fulfilled with something as simple as the act of showing up to class. However, when they’re not being given credit for the work they’re doing, they see no point in joining the Zoom calls with their teachers. Because they are not being held accountable, they are failing to hold their educators accountable. Taking this clear negative into account, there is also a positive to the stance that the district chose to take. Because many students suffer from various home situations, it is to their advantage that they’re not held accountable for completing work that they may not be able to. However, there are some students that will inevitably take advantage of this lack of accountability, flailing around their homes over the last three months rather than continuing to expand their education. 

Ultimately, while this decision maintains a concern for students who struggle with their home life, it puts the majority of education at stake. By giving parents the responsibility of holding their children accountable for continuing their schoolwork without receiving credit establishes a more tense home environment, as the students begin to believe that their work is somewhat ‘pointless.’ Not only that, but it also puts even more pressure on students, by forcing them to hold themselves accountable, rather than maintaining more of the accountability exchange that has often existed between teacher and student. In this trying time, rather than completely abolishing the concept of accountability in the name of comfort and accommodation, it’s important to realize the vitality of maintaining accountability in the age of virtual education.