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Board narrows freshman English and social-studies levels to two-course model
Summary
After debate from teachers, parents and student leaders, the Greenwich Board of Education voted to consolidate three freshman-level course tracks into a two-course model for English and social studies; the board also directed the high school to choose course names and keep the courses unweighted.
The Greenwich Board of Education voted Monday to change the freshman course structure in English and social studies from three tracked levels to two. The motion passed 5–1–1 after public comment from students, teachers and the high school’s staff.
What happened: The action reduces the district’s 112/113/113A freshman-level structure to a two-course model (a standard and an accelerated/advanced option). The board’s motion specifies that the high school may rename the courses at its discretion; both courses will remain unweighted.
Why it matters: Teachers and school leaders told the board the change aims to limit early tracking and expand access to higher-level instruction for more students while preserving supports. Miss Barry, a social studies teacher representing the department, said the ninth-grade interdisciplinary “STEM skills” and co-teaching supports allow teachers to differentiate within fewer course labels and that “we could work with two levels with lots of differentiation.”
Support and concerns: Several teachers and PTA leaders urged caution and more staff input. The Greenwich Education Association’s president, Margaret Jackins, and other speakers pressed the board to ensure support services, paraprofessional coverage and counseling remain intact; board members discussed ensuring transitional supports in sophomore year (where multiple levels — including honors and AP — remain available).
Board action: The revised model was approved by a vote recorded as 5 in favor, 1 opposed and 1 abstention. Board members who spoke in favor said the change reduces early tracking and broadens opportunities, while those opposed urged maintaining three levels to preserve differentiated pacing for some learners.
Implementation notes: The board asked Greenwich High School to select course names (several speakers recommended descriptive names such as “English 9” and “English 9 — Accelerated”) and to report back on how supports (co-teaching, special education services, STEM skills) will be preserved during the transition.
Ending: The board framed the vote as a structural change to course labels and access; academic supports and placement pathways for sophomores will remain key topics for follow-up as the high school implements the new model.
