Education
Alexa Swenson honoured as 2021 LTCHS Valedictorian
LTCHS valedictorian reflects on her high school career
Setting a goal to achieve well academically has landed Alexa Swenson a top honour as she gets ready to walk across the graduation stage.
Alexa has been named the valedictorian for the Class of 2021 at Lindsay Thurber Comprehensive High School.
“I was so surprised when I learned I was this year’s valedictorian! Mr. Good called my mom ahead of time and came to my doorstep with balloons. It was awesome,” she said. “It’s really a great acknowledgement of my achievements.”
Graduation ceremonies for Lindsay Thurber will take place on June 25 at Bower Ponds.
Finishing high school during a global pandemic was no easy feat, and Alexa said her class was hopeful that their Grade 12 year would have been more like a normal year.
“As the year went on it became obvious that we probably wouldn’t get all of our grad events – we had lots planned and then canceled,” she said. “Motivation was the hardest factor. It’s been really hard to go from in-person to online over and over again because you’re learning strategies have to shift. It’s about being self disciplined and making sure you are doing the work because it’s really easy to fall behind if you’re at home.”
Alexa credits a strong support system for helping her achieve her goals.
“My family is awesome and I have two younger siblings who have also been doing online school in our house as well. We check in with each other and make sure everything is going okay,” she said. “My friends were great as well. Each of my classes had a group chat where we could talk and make sure we all knew what was going on and discuss any questions we had with each other.”
Reflecting on her Grade 12 year, Alexa said one of the highlights was taking part in the activities in her Outdoor Ed class.
“One of the best parts was being given the opportunity to go on some trips,” she said. “We were able to go skiing a couple times and we just did a mountain bike trip. We were able to really bond as a class by going on these trips together.”
Looking ahead, next year Alexa will be making the leap to the University of Victoria to complete her Bachelor of Science in Psychology.
“I’d like to go into healthcare, maybe in rehabilitation as an Occupational Therapist or a Speech Pathologist,” she said. “I love being around people and last year I volunteered with Healing Through the Arts at our school. We would do art as rehabilitation for people who had a stroke or people who had an amputation. I thought it was really fulfilling and I enjoyed getting to know everyone involved.”
Chris Good, Principal at Lindsay Thurber Comprehensive High School, said they are proud to have Alexa represent the class of 2021 as valedictorian.
“Alexa is a great student whose hard work has paid off with excellent academic achievement all four years she has been at Lindsay Thurber,” he said. “Alexa is not only a great student but a great person. She is kind to everyone, participates and leads school activities and has been a member of the volleyball team. Alexa goes out of her way to make other students feel welcome and included, she represents the resilience and kindness of our 2021 grad class and embodies what it means to be a Lindsay Thurber Raider.”
Education
Parents should oppose any plans to replace the ABCs with vague terminology in schools
From the Fraser Institute
According to a recent poll, the vast majority of parents in Canada easily understand letter grades on report cards but are confused by the nouveau “descriptive” grading adopted in British Columbia. This should serve as a warning to any province or school board thinking about adopting this type of convoluted descriptive grading.
In September 2023, despite overwhelming opposition from British Columbians, the B.C. government replaced letter grades—such as A, B, C, D, etc.—on K-9 report cards with a “proficiency scale,” which includes the descriptive terms “emerging,” “developing,” “proficient” and “extending.” If these four terms seem confusing to you, you’re not alone.
According to the recent poll (conducted by Leger and commissioned by the Fraser Institute), 93 per cent of Canadian parents from coast to coast said the letter grade “A” was “clear and easy” to understand while 83 per cent said the letter grade “C” was “clear and easy” to understand. (For the sake of brevity, the poll only asked respondents about these two letter grades.)
By contrast, 58 per cent of Canadian parents said the descriptive grade “extending” was “unclear and difficult” to understand and only 26 per cent could correctly identify what “extending” means on a report card.
It was a similar story for the descriptive grade “emerging,” as 57 per cent of Canadian parents said the term was “unclear and difficult” to understand and only 28 per cent could correctly identify what “emerging” means on a report card.
It’s also worth noting that the poll simplified the definitions of the four “descriptive” grading terms. The B.C. government’s official definitions, which can be found on the government’s website, speak for themselves. For example: “Extending is not synonymous with perfection. A student is Extending when they demonstrate learning, in relation to learning standards, with increasing depth and complexity. Extending is not a bonus or a reward and does not necessarily require that students do a greater volume of work or work at a higher grade level. Extending is not the goal for all students; Proficient is. Therefore, if a student turns in all their work and demonstrates evidence of learning in all learning standards for an area of learning, they are not automatically assigned Extending.”
So, what are the consequences of this confusing gobbledygook? Well, we already have some anecdotes.
Before the B.C. government made the changes provincewide, the Surrey School District participated in a pilot program to gauge the effectiveness of descriptive grading. According to Elenore Sturko, a Conservative MLA in Surrey and mother of three, for three years her daughter’s report cards said she was “emerging” rather than clearly stating she was failing. Sturko was unaware there was a problem until the child’s Third Grade teacher called to tell Sturko that her daughter was reading at a Kindergarten level.
Former B.C. education minister Rachna Singh tried to justify the change saying descriptive grading would help students become “better prepared for the outside world” where you “don’t get feedback in letters.” But parents in B.C. clearly aren’t happy.
Of course, other provinces also use terms in their grading systems (meeting expectations, exceeding expectations, satisfactory, needs improvement, etc.) in addition to letter grades. But based on this polling data, the descriptive grading now used in B.C.—which again, has completely replaced letter grades—makes it much harder for B.C. parents to understand how their children are doing in school. The B.C. government should take a red pen to this confusing new policy before it does any more damage. And parents across the country should keep a watchful eye on their local school boards for any plans to replace the ABCs with vague terminology open to interpretation.
Alberta
Parents in every province—not just Alberta—deserve as much school choice as possible
From the Fraser Institute
Not only does Alberta have a fully funded separate (Catholic) school system, it also provides between 60 and 70 per cent operational funding to accredited independent schools. In addition, Alberta is the only province in Canada to allow fully funded charter schools. And Alberta subsidizes homeschooling parents.
This week, the Smith government in Alberta will likely pass Bill 27, which requires schools to get signed permission from parents or guardians prior to any lessons on human sexuality, gender identity or sexual orientation.
It’s a sensible move. The government is proactively ensuring that students are in these classes because their parents want them there. Given the sensitive nature of these topics, for everyone’s sake it makes sense to ensure parental buy-in at the outset.
Unfortunately, many school trustees don’t agree. A recent resolution passed by the Alberta School Boards Association (ASBA) calls on the Smith government to maintain the status quo where parents are assumed to have opted in to these lessons unless they contact the school and opt their children out. Apparently, the ASBA thinks parents can’t be trusted to make the right decisions for their children on this issue.
This ASBA resolution is, in fact, a good example of the reflexive opposition by government school trustees to parental rights. They don’t want parents to take control of their children’s education, especially in sensitive areas. Fortunately, the Alberta government rebuffed ASBA’s demands and this attempt to abolish Bill 27 will likely fall on deaf ears.
However, there’s an even better safeguard available to Alberta parents—school choice. Out of all Canadian provinces, Alberta offers the most school choice. Not only does Alberta have a fully funded separate (Catholic) school system, it also provides between 60 and 70 per cent operational funding to accredited independent schools. In addition, Alberta is the only province in Canada to allow fully funded charter schools. And Alberta subsidizes homeschooling parents. Simply put, parents who are dissatisfied with the government school system have plenty of options—more than parents in any other province. This means Alberta parents can vote with their feet.
Things are quite different in other parts of the country. For example, Ontario and the four Atlantic provinces do not allow any provincial funding to follow students to independent schools. In other words, parents in these provinces who choose an independent school must pay the full cost themselves—while still paying taxes that fund government schools. And no province other than Alberta allows charter schools.
This is why it’s important to give parents as much school choice as possible. Given the tendency of government school boards to remove choices from parents, it’s important that all parents, including those with limited means, have other options available for their children.
Imagine if the owners of a large grocery store tried to impose their dietary preferences by removing all meat products and telling customers that the only way they could purchase meat is to make a special order. What would happen in that scenario? It depends on what other options are available. If this was the only grocery store in the community, customers would have no choice but to comply. However, if there were other stores, customers could simply shop elsewhere. Choice empowers people and limits the ability of one company to limit the choices of people who live in the community.
Think of government school boards as a monopolistic service provider like a grocery store. They often do everything possible to prevent parents from going anywhere else for their children’s education. Trusting them to do what’s best for parents and children is like assuming that the owners of a grocery store would always put the interests of their customers first and not their own self-interest. Monopolies are bad in the private sector and they’re bad in the education sector, too.
Clearly, it makes sense to require schools to get proactive consent from parents. This ensures maximum buy-in from parents for whatever courses their children take. It’s also important that Alberta remains a bastion of school choice. By making it easier for parents to choose from a variety of education options, Alberta puts power in the hands of parents, exactly where it belongs. Parents in other provinces should want that same power, too.
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