Sarah Johnson, who identified herself to the board as a teacher and a parent of juniors at York High School, used the three‑minute public‑comment period Oct. 21 to urge the board and district staff to investigate math outcomes and grading practices at York.

Johnson told the board that her twins, both juniors, had seen math become their weakest subject after previously performing well, despite completing homework, attending class, using math labs and seeking outside tutoring. She asked the district to analyze course‑level and teacher‑level grade distributions (for example, counts of C's and below by subject and teacher), retake rates, and whether current grading rubrics and opportunities for reteaching are sufficient for students preparing for college admission.

“Something is broken,” Johnson said, summarizing her concerns about student confidence, grades and intervening supports for students taking higher‑level math (she said one child is in AP Calculus AB as a junior). She asked whether high‑school intervention—small‑group instruction and opportunities for relearning—remains available for juniors and seniors applying to college.

Board members thanked Johnson for her comments and said the board’s common practice is to follow up with public commenters after the meeting. The superintendent later noted that staff will continue to investigate subgroup performance and school‑level issues and will report back to the board.