As the lesson continues, students stare on, they stare right through the teacher into that familiar space known to all when focus just can’t make its way home. The students click pencils, chew pens, and nod in and out all because of one thing; MAP day.

Junior students and teachers were informed of a new policy this month. The English department this year, in an attempt to stay on top of the school’s Missouri Assessment Program scores, must give up one day a week of their usual lessons. This will take place for nine weeks to make room for the Writing Lab teachers to give a lesson. Lessons vary, but focus mainly on the constructed response portion of the MAP.

Since the days of playgrounds and kickball, students have known how little the MAP scores affect them directly. They tend to take little consideration for the new system and feel it’s a waste of time, however it does make for an easy class period.

The root of the problem with this system is that during the days when students had the option to get help with assignments that affect their grades from the Writing Lab have been greatly restricted. This restriction is due to the Writing Lab teachers spending time teaching the junior classes.
Students find it a pain and even some teachers tend to feel that the new system is more of an irritancy. The Writing Lab teachers have reported an increase in the quality of constructed responses, but what good does that do if the student can’t have their actual assignments and essays checked?

Solving this predicament could come as easily as filling in “C” on a multiple-choice question. Simply have volunteer students in the Writing Lab to take the place of the teachers to peer edit so that those who want feedback can get it, which is similar to the math tutoring system. Another solution would be to offer these MAP study sessions as an optional session, so that students who are truly interested can take advantage of them, and student who aren’t don’t have to.