David Salmon | Cowardice in the face of an Immaculate reputation

The kerfuffle involving Immaculate Conception High School’s decision not to readmit one of its students not only highlights an unconscionable approach to education that schools sometimes adopt but it shows how the Ministry of Education and Youth enables this behaviour.

In this recent example, a lower sixth-form student was prevented from continuing her studies at the institution as she obtained a Grade IV in the Caribbean Advanced Proficiency Examination (CAPE) subject, food and nutrition. Despite achieving a Grade I in both computer science and digital media, as well as a Grade II in communication studies, the student was not allowed to proceed. This was because she did not meet the school’s stipulation that a student must have a Grade I to III for all subjects.

Defending this decision, Immaculate’s principal, Stacy Reynolds, argued that, “One of the things I think we need to remember is that there are standards. Standards are set and there are expectations.” While it is tempting to agree with the school’s position, this approach is flawed.

For one, if we are going to use the school’s standards, then a student who receives four Grade IIIs would be eligible to continue to upper sixth form at the school. This is compared to a student who received comparatively better results as she obtained two Grade Is and one II.

Moreover, for instance, if a student hears about the death of a close relative on the day of her exam, and as a consequence gets a Grade IV, would that student be barred from continuing her studies? If they are, that is indefensible. But let’s assume that the institution is reasonable. The only reasonable option would be to allow the student to continue. Then clearly, this is not a matter of standards, it is one of discretion. The school must amend its policies to allow for these circumstances to be considered.

Need for Discretion

It is also common knowledge that students at traditional institutions, like Immaculate, compensate for perceived or actual deficits with the teaching they receive by going to extra classes. While I am not accusing the school of having a problem with teacher quality, based on the state of our education system, it is fair to say that we have a teacher crisis in Jamaica.

Hence, many of the students who receive the required grades to matriculate have benefited from extra lessons. Thus, if you do not have the resources to provide this support, it is possible that your child could receive a less satisfactory performance if they relied solely on the instruction they received in school. It is important to get off our high horses and acknowledge this fact. Like an athlete that dopes on drugs, many students from traditional schools use extra classes to boost their performance. So Immaculate cannot argue that their students’ academic results is only due to the institution’s actions.

Furthermore, this student previously met the standard to enter sixth form in the first place by receiving six Grade Is and two Grade IIs for their Caribbean Secondary Education Certificate (CSEC) exams. Obviously, this is a capable student, and we can only infer that something must have happened for this performance in CAPE, given her track record.

Undermining of Extra-Curricular Involvement

The other implication of this decision is that it effectively undermines the rationale for students taking initiative. The young lady’s mother noted that she actively contributed to school life. She served as a class monitor, sub-prefect and prefect. She represented Immaculate in sports and even founded her own club. She clearly went above and beyond tokenistic extracurricular involvement. However, if this is how an involved student is treated, then there is no incentive to do any activity outside of what is required.

This decision would also make a student less inclined to put their all in their extracurricular involvement as the school will not consider this even in exceptional circumstances. This is unfortunate as extracurricular activities play a crucial role in ensuring that students are rounded. It is also a sad state of affairs as this student contributed to her school’s immaculate reputation.

Perpetuation of Elitism

Principal Reynolds asserted that the institution was not being “cruel to anyone” and went on to reveal that she offered to prepare a recommendation for her to get a placement elsewhere. Let’s unpack this claim.

Based on Reynolds’ argument, it is not cruel to separate a teenager from her social group which was built over years. This is the institution that she attended for the past six years. This is the institution that she represented in sporting competitions, the same institution where she created her own society. And for what reason was she rejected? Her performance in one subject, which she passed, proved unsatisfactory. Evidently, empathy is in short supply.

This admission, by the principal, that she would write a recommendation for the student is the equivalent of saying, “This girl is not good enough for Immaculate’s standards, but she is good enough for somewhere else. Take our rejected student.” I see no reason why another school should subsidise this behaviour. We should be trying to breakdown elitism, not perpetuate it.

Ministry Undermines Its Own Policy

The most disturbing element of this case is the response of the Ministry of Education and Youth. Rather than take a resolute position, the ministry has fallen prostrate to the floor like a sinner seeking repentance through a priest. On Friday, the ministry revealed that Immaculate’s position did not contradict its Sixth Form Pathways Programme (SFPP) as “there is no specific reference to automatic promotion to upper sixth form at the same school in the policy”.

And yet, while this technically is true, it violates the spirit of the policy. The 2021 SFPP framework outlines: “As at September 1, 2022, the seven years of high school becomes compulsory. This means that students will not and should not be engaged in any school leaving ceremonies/graduations. Students should naturally transition to Grades 12 and 13 as they would normally do from Grades 7 to 11”.

Even if you disagree with this requirement, the policy suggests that sixth form should be treated the same as other years in high school. If you cannot remove a fourth-form student for not performing at a certain level, then a sixth-form student should not be kicked out of their designated academic pathway. There is nothing normal about this decision.

This was clearly the aim of the policy even if it was not explicitly stated in the document. Therefore, the ministry’s intervention has effectively undermined its own policy. There is no reason why a school cannot introduce even outlandish requirements for students to continue to upper sixth form.

I know that some persons critical of this column will accuse me of undermining academic standards. But, as valedictorian of Wolmer’s Boys’ School, as well as The University of the West Indies, and as a graduate of the University of Cambridge and a current student at the University of Oxford, I understand the importance of upholding academic standards. However, unjust standards should not be supported.

This incident reminds me of a character in the Victorian novel, Hard Times, named Mr M’Choakumchild, a school teacher whose sole purpose in life was to murder imagination and inspiration in students. Immaculate Conception High School and the Ministry of Education and Youth should be careful not to do the same.

David R. Salmon is a public commentator and development specialist. Send feedback to davidsalmon@live.com or on X @DavidSalmonJA.