A hue and cry is being raised by some local parents to demand that our schoolteachers list all homework, complete or incomplete assignments, and up-to-the-minute student grades online. Similarly, a mother once came to me as her son's English teacher at Gunn, toward the end of one semester, to demand that I teach her all my course material one-on-one, so that she could remediate her failing boy and save his grade.
These two demands differ in degree of intrusiveness, but are on the same spectrum ' a spectrum of parental anxiety over teenagers' performance and a wish to enlist teachers in removing all flaws from that performance. Before long, there may also be requests to place course handouts online, as well as overheads and graphs shown in class, quizzes and tests, essay topics, vocabulary words, important dates in history, and conjugations of verbs. Down this spectrum lies madness.
Speaking recently to our school board, a parent said that in this day and age when he has instant electronic access to Google's market cap, his bank balance, property taxes and "continuous tire-pressure readouts," it's high time that "the critical data" of teenagers' school records should be instantly available. I shudder to think that we grown-ups may start conceiving of our kids' lives in the way we think of tire-pressure (and I don't think this dad really wants that, either).
But it may take some effort to remind ourselves that a high-schooler's performance is bound up in a four-year drama that has nothing to do with instantaneous "critical data."
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