As a Long Island high school teacher, I agree that "raising the scores of our most challenged students" definitely does them a disservice ["Fuzzy Regents scores don't add up," Opinion, June 21].
The statistics are startling for Long Island students who go on to remedial college classes, because despite passing the Regents exams, these same students cannot pass reading, writing and math placement exams.
What about students who enroll at four-year colleges, only to return one semester later because they did not have those "college ready" skills? Sadly, students are given the false sense of their own competence via these scores, coupled with the reluctance of schools to let a student fail.
Despite teachers' best efforts to show that these tests measure minimum competency, students never believe it will catch up with them. All schools should have New York State-compliant intervention programs for academically struggling students. But if the aim of these programs is just to pass the state tests and perpetuate inflated school report cards, schools are doing an injustice to all.
I would add school leadership and parents to the list of people that op-ed writer Daniel Brenner holds accountable, not just the students and teachers he cites. All of us are stakeholders who must share this responsibility.
Ann Marie Governale, Holbrook