Students’ background should not affect teacher’s assessment

Board of Education members have warned teachers against “statistical prejudice” in dealing with poor-performing students in the classroom, saying a preconceived assessment of an individual student’s achievement based on demographics could be dangerous.

BOE non-public school representative Scott Norman, during a BOE meeting, cautioned education officials that knowledge on a student’s demographic background at times influences a teacher’s conduct over students.

“We tend to develop statistical prejudice for instance, this child whom we know is not fed very well, not clothed very well, not getting enough sleep. . .based on statistics, we are already prejudiced against that child. Most likely, statistics will tell us, this child will score low in SATs, he will have low reading comprehension, and so forth,” according to Mr. Norman.

But BOE member Anthony Pellegrino stated the absence of relevant statistical data could be equally harmful.

He said educators need the information to determine factors that hinder students from reaching at least the minimum learning standards.

“We have to know if the child emotionally, mentally, or physically geared for learning,” said Mr. Pellegrino.

Educators underscored the statistical bias can be overcome with effective and compassionate teachers.

“The big difference rests on a good teacher. It all zeroes in on the character of the teacher….it’s not the textbook, it’s not the logistics, it’s nothing but the teacher,” Mr. Pellegrino emphasized

In this light, Education Commissioner Rita H. Inos said the PSS administration has prioritized under its agenda the hiring and maintenance of quality personnel, including effective classroom teachers.

The PSS fiscal and personnel committee is currently developing standards for teacher and professional staff aimed at selecting only qualified personnel that would serve the best interest of students.

“We are deliberating what our personnel must undergo continuously in order for the system to know that students are learning. This area that we’re doing is very much connected to student growth and progress. If they don’t meet the standards, then we address what we do in the system to take them to that level. We have plenty of PSS people that are very motivated, they just need a little push,” said the commissioner.