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Students report stress, schedule and workload factors behind absences; staff outline instructional supports
Summary
Student representatives told the committee seniors and high-achieving students skip class to do work elsewhere amid heavy AP and extracurricular demands; staff cited new assessment systems and curricular alignment as tools to track progress and support instruction.
Student school committee members described how workload, test preparation and scheduling pressures contribute to missed classes and selective absenteeism, particularly for juniors and seniors juggling AP exams and college applications.
A student member said many peers skip class not to avoid work but to complete assignments in alternative settings: "A lot of the time... they're skipping class or skipping school so that they can do school in a different environment," the student said. Committee members and staff discussed supports: expansion of college-credit and internship opportunities, assessment systems (the new 'Pear Assessment' platform) to provide standards-based data, and professional learning aimed at instructional alignment.
Committee members pressed for clearer communication to families about what the data mean and for more consistent classroom policies on grading and AI-related academic integrity. Administration said educator effectiveness and use of time are central strategies and promised further disaggregated assessment reporting.
