Credit recovery is supposed to provide students that have already failed a course the opportunity to make up or recover the credit. The regulations submitted to the State Board by OSSE were an attempt to provide statewide guardrails on a chaotic mix of programs, varied interpretations of policies or the complete absence of policies. The State Board unanimously rejected the proposal because, in our view, they would not provide any change in the practice of credit recovery in the District of Columbia.
The State Board believes we need to begin a long overdue conversation about how state agencies are better able to support excellent classrooms. It is a conversation that our caregivers, teachers, and students have been asking for: how do we harness the power of government and public education to ensure equity of opportunity for all students.
Credit recovery is a last resort. Every time a teacher acts with a student that is struggling, we need to be there to provide support. Every time a student falls behind, we need to be there to catch them up. A student that is struggling in a class shouldn’t have to fail the course before the teacher and the school can help. That is a failure of the system, not the student.
On the fundamentals, we agree with OSSE that credit recovery needs clear guidelines and rules, but not without a larger discussion about how the education system is serving individual students. Working together, as a community, we must ensure that the state agencies are supporting caregivers, teachers, and school leaders to provide students with the help they need to prosper by reducing barriers and ensuring equity of access and opportunity. We must hold our school leaders and agencies, not just teachers responsible for student outcomes, and empower our students and their caregivers to be decision-makers in education.
The State Board rejected the proposed regulations to put students, not the system, first.
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