Teacher urges board to limit online credit-recovery programs, says they "do not contribute to student learning"

Chris McCormack, a social science teacher, told the Birmingham Community Charter High District board during public comment that online credit-recovery programs used by the district "do not contribute to student learning." He said such programs often produce inflated grades and help students pass requirements without giving them the skills needed outside the classroom.

"Overall, the evidence and the report studies show that these programs do not contribute to student learning," McCormack said, and described a petition he circulated that he said was signed by more than 70 teachers asking the school to set parameters around those programs. He said some vendors allow a student to complete a failed course in a week with little oversight and that the practice undermines incentives for students to reach their potential.

McCormack offered alternatives, including expanding the district's CBIS program, which he described as having "a lot of teacher oversight, teachers in the room with students, watching them." He also said other districts have adopted policies that discourage or limit vendor-run credit recovery and that he could provide the board with model policies and evidence supporting his claims.

A board member asked whether McCormack had brought his concerns to the curriculum-and-instruction committee; McCormack said he had discussed the issue with Mr. Ali and Principal Bennett but had not taken it to that committee. Board members suggested that curriculum and instruction would be the appropriate next step if the board were to consider policy changes.

McCormack told the board he would be willing to provide his evidence and policy examples to staff and board members for further consideration. The public-comment portion closed without formal action; board members advised following the district's internal policy-review channels.