Our little bit of embarassement just went national as the investigation into suspicious test scores at Sanders Clyde and the surprise exit of former principal MiShawna Moore gets ink in the New York Times. What’s most distressing about the story is that it shows that it doesn’t take an investigation to find the truth. You just have to be paying attention.
“You don’t go from nonreader to proficient reader over the course of a year,” said Janet Rose, a Charleston school official.
But whispers began when the test scores rose, and some wondered if the success was really possible. Sanders-Clyde students struggled when they went to other schools. Ms. (Pam) Kusmider was dumbfounded to find her son’s friend, a student at the school, having great difficulty reading. “I said, ‘What’s going on? You’re under MiShawna Moore,’ ” she said. “I was very angry.”
Another parent, Tanika Bausley, recalled, “It was hard for me to believe the scores that my daughter had, knowing the struggles she was having,” adding that her child had a “borderline learning disability.”
Bausley’s comment hightlights something that I haven’t seen analyzed in this story. The district provides additional resources to struggling schools. I wonder if these students were missing out on study assistance because of their test scores.
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