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By David Pollack
As my children grow older, pursuing their paths to success in college and beyond, I felt compelled to give back to area schools that have played a crucial role in their achievements. I signed up as a substitute teacher, taking on longer term assignments pinch hitting for teachers on leave. Working to make a difference in the classroom in the Sequoia Union High School District has provided me with a unique perspective on current issues in public education.
In a recent brouhaha, a handful of disgruntled Menlo-Atherton High School parents are voicing outrage over the school's perceived decision to eliminate honors or college track classes in 9th and 10th grade, particularly in English. As per a petition circulated on NextDoor, “decisions appear to be made in the name of equity instead of based on sound pedagogy.” Saying the quiet part out loud, the mixing of students from different academic backgrounds deprives the more academically inclined of opportunities and puts them at a disadvantage in the cutthroat race for college admissions, particularly when compared to neighboring districts like Palo Alto.
“Detracking” is defined as placing students with mixed abilities and academic achievement in the same classes. The issue has been studied extensively by experts to determine the most effective approach to when and how to mix students into the same classes and when it's better to maintain separate tracks. Detracking enjoys widespread support among administrators, educators, and the majority of the community.
It's essential to recognize that changes in class offerings and resource allocation occur continuously, as reviewed by school leadership and teachers, with significant input from parents. The district continually works on improving access, support, and fostering a positive mindset for all students in college readiness, especially those from historically underserved communities.
I witnessed classroom dynamics firsthand when teaching mixed social studies and non-AP science classes. I can attest that detracking does not equate to dumbing down the curriculum or teaching to the lowest common denominator. No students are being “denied the opportunity to excel as their talents and hard work allow,” as a San Mateo Daily Journal columnist recently opined. There is no agenda of "wokeness" in the classroom, with teachers having “a studied determination that every student get exactly the same treatment.”
Every student is indeed encouraged to strive for excellence. The curriculum in all classes, in fact, remains rigorous and aligns with "honors" standards. Less motivated students and those with learning challenges receive essential support. This can include counseling, case workers, para-professionals, and co-teachers, as required, to ensure they have an on-ramp to success.
This outrage is eerily similar to the debate over “accelerated math pathways.” Simplifying the equation, in middle school, these pathways cover more math topics at a faster pace. In the case of the “highly accelerated pathway,” students complete both Algebra 1 and Geometry in 8th grade. Area high schools work closely with feeder middle schools to help students find and maintain pathways that suit their needs for college readiness.
All three of my children took mixed English and social studies classes in 9th and 10th grade. None of them were on the highly accelerated math pathway in middle school. Despite this, they emerged from high school as more interesting, inspired, informed and empathic, took college-level math in 12th grade, graduated with full honors, and have gone on to prestigious colleges and rewarding careers.
The current kerfuffle is nothing new for M-A. Historically, parents of means have resisted desegregation and worked to prevent students from Belle Haven and East Palo Alto from being integrated into M-A. The parallels are striking, with the debate rooted in the idea that elite college-bound students are the true victims, while diversity and equity are perceived as the erosion of advantages to which they are entitled.
While others lament the work ethos of kids these days, especially post-COVID, I see an escalation in over-parenting, going from "helicopter" parenting to full-blown "bulldozers." This overbearing attitude suggests students cannot succeed without unwavering parental intervention and that anyone other than the child themselves is to blame for their lack of success.
Students, already burdened by societal and peer pressures, don't need any reminders that they are falling short due to someone else receiving resources meant for them. It's even more troubling for underrepresented students who already face hurdles in accessing advanced placement classes to have their worthiness questioned by classmates channeling their parents' resentment.
The goal for all in the Sequoia Union High School District should be to create a more equitable and inclusive environment where every student has an opportunity to thrive and reach their full potential, unburdened by the weight of privilege and entitlement. It's time to put the needs of all students first and ensure that a quality education is accessible to everyone, regardless of their background.
David Pollack is a resident of Menlo Park. Pollack works as a substitute teacher taking on long-term assignments in the SUHSD and SSFUSD, as well as a “free range” parent of three children on the full I.B. diploma program at Sequoia High School.
