Parent tells Scranton School Board civics instruction is being reduced, requests clarity
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Summary
Seamus McCormick, a parent and former teacher, told the board his sixth‑grade daughter had little to no social studies instruction in recent weeks and urged the district not to remove civics while integrating extra math supports; board asked staff to investigate.
Seamus McCormick, who identified himself as a former student, teacher and a parent with two children in the district, addressed the Scranton School Board during public comment on Feb. 2 to warn that his sixth‑grade daughter had not received regular social studies instruction for over 50 school days after the district integrated additional math supports into the schedule.
McCormick said his daughter's social studies grade appeared to be based largely on character participation (20%), Edmentum math trophies (40%) and workbook completion (40%), and he questioned how a student could legitimately earn a 100% social studies grade while lacking regular instruction in the subject. "We are making a mistake in the implementation of these supports for math at the expense of an extremely important subject," McCormick told the board.
Board response and next steps: During the public comment exchange the board asked staff to investigate and report back. President Borthwick asked "Al" (an administration staff member named in the meeting) to gather information about the actual percentages and instructional allotments and provide that information to the board. The transcript records the board promising to follow up but does not record any immediate correction or data during the meeting.
Why it matters: McCormick framed his concern as a question of civic education and the district’s responsibility to produce informed citizens. The complaint raises two distinct issues for the district to address: whether grading practices match the stated curriculum and whether integration of targeted math supports has reduced dedicated instructional time for social studies or civics.
What the board should check: The district should verify — and report publicly to the board — (1) the documented instructional minutes for social studies/civics for the affected grade(s), (2) the grading breakdown used by the teacher(s) referenced, and (3) whether policy or schedule changes were implemented that shifted instructional time. At the meeting staff agreed to provide those clarifications.