Elena drifted into sophomore English class without any materials and spent class time texting or socializing. She didn’t complete assignments. Yet she reads and writes — when she bothers to do so — at grade level. Occasionally, she made intelligent comments in class discussions. Her average is just below 60 percent. Should she fail?
She remained blissfully unconcerned as I cajoled, teased, chided, scolded, and threatened her into completing work. Calls home were unproductive, and other teachers indicated that English was not the only cause for academic concern. The school year was maddening.
Now, as the grades are totaled in June, I wonder: Do I hold her accountable for work left incomplete? Can she be exempted from the assignments that all her classmates completed? What is the minimum number of assignments that are the most important to determining student performance? If I exempt her from less important assignments, am I reinforcing her lack of responsibility? Finally, is passing her fair to the students who did complete the assigned work?
Elena doesn’t really need another year of 10th-grade English. She needs to learn to be a responsible student. But how?