System Flaw Causing Unnecessary Challenges for Students


Brielle Allison

Brielle Allison and Panayiota Laliotis

Every school year, a large number of students are placed into classes they don’t need to be in. Most of the time, it is a class they’ve already taken that they were put in due to a lack of proper score reporting and general scheduling issues. 

Gaither freshman Skylar Javier dealt with a scheduling issue this year when she was placed in a math class that she had already taken and passed. 

In the eighth grade, Javier took the Algebra 1 End-of-Course Exam but did not meet the minimum passing requirements. She retook the EOC over the summer and passed it. When she started at Gaither, she was placed in another algebra class under the assumption that she hadn’t passed the first one. 

After two months in Algebra 1, Javier discovered she had no reason to take the course, because she had already met all of the passing requirements. Javier met with her guidance counselor and was switched out of the class but had trouble catching up with the new material she had missed. She ended up failing her new class and was moved back into Algebra 1. 

It is easy to assume that guidance is to blame for the scheduling issues, but that’s not the case. Javier passed from middle school to high school, and according to county rules, there’s an official procedure for the subsequent passing of information when students are registering for a new school. 

According to the procedure, the school registrar is supposed to request information from the school that the student is coming from. After the information is given to the school, the student’s guidance counselor is in charge of transcribing that information and the registrar is in charge of inputting that information into the school’s computer system. 

Therefore, the students are placed into classes based on the information that the registrar and guidance counselors are given from the student’s old school, as well as parental confirmation. 

Expecting that students can learn an entire semester’s worth of work, or that teachers can teach an entire semester’s worth of work in a month is not realistic. Scheduling has been an ongoing issue that needs constant vigilance not only from those in charge of it, but also from everyone involved, especially for something this impactful on a student’s life and academic career.