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Superintendent David Gangel is waiting for the State Department of Education to explain exactly what it all means, but his first assessment of the state’s new standards for accrediting public schools is that the effects will be significant.
“It’s going to have a big impact on us,” he told the Rappahannock School Board last week. “But at this point in time, we don’t know how big that impact will be.” -
Superintendents’ Memo 131 from S. John Davis, superintendent of public instruction, sets out the changes in accreditation standards. A review of its 26 pages shows that the standards as now written leave individual school divisions a lot of room for interpretation.
For instance, the standards specify that “each school shall provide for the earliest possible identification of gifted students and enrollment by such students in challenging instructional programs taught by teachers with special training or experience in working with gifted students.” What is “earliest possible” in one school division may lag behind the “earliest possible” in another. One school board’s “challenging” material might be seen as standard by another board. And “special training” for teachers could entail a couple of horn's in one school and weeks in another.
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