During a recent school board meeting, two students shared compelling testimonies regarding their experiences within the Seattle Public Schools system, highlighting significant concerns about grading policies and special education services.

Izzy Rampersand, a recent graduate from Ballard High School, proposed the formation of a committee to reevaluate the district's grading policy, specifically the minimum grade of 50% for missing assignments. Rampersand presented data from an AP Statistics project, indicating that students could maintain a passing GPA despite not submitting any assignments. She argued that this policy may not adequately prepare students for future academic or professional challenges, emphasizing the need for a more rigorous approach to grading that reflects true understanding and effort.

Dominic Parker, another recent graduate, recounted his struggles with the school system, particularly regarding the lack of support for his learning disabilities. He described a challenging educational journey that included bullying, inadequate special education services, and a lack of access to advanced coursework. Parker criticized the school psychologist for dismissing his needs and expressed relief at having completed his education, while also voicing concerns for his younger brother who faces similar challenges.

Both students called for systemic changes within the district to better support student needs and ensure equitable educational opportunities. Their testimonies underscore ongoing discussions about the effectiveness of current policies and the necessity for reform in Seattle Public Schools.