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Involvement needed to better scores

Though teaching has never been an easy profession, the educators of years past at least seemed to know what to teach.

Dick and Jane ran, played and petted Spot. Two plus two is four. The solar system has nine planets — or is it eight?

You see, curriculum — more so in modern days — is ever changing.

What our children must learn to keep up with the expanding world around them has never changed as fast as it’s changing now.

And by the looks of yet another round of disappointing state test scores, the Natchez-Adams School District is struggling to keep up.

Before you point fingers or simply turn away from the problem unconcerned, stop and realize two things. First, Natchez isn’t the only district struggling to educate children in step with today’s fast-paced curriculum. And second, the test scores in the public schools are a reflection of our entire community — that means you.

Superintendent Frederick Hill was quick to point out last week that the district reviewed and altered its curriculum after last year’s tests were given. He believes low scores could be a direct result of what teachers were teaching, and he wants to take that variable off the table before next year’s tests.

No one will know whether Hill is correct or not until this time next year, when new scores are shared again.

It’s unlikely the changes to curriculum will spark a magic turnaround, but it’s a start.

What is more certain than Pluto’s status as a planet, though, is underperforming public schools are a community problem that will require attention from everyone. Unfortunately, obtaining that buy-in may be more difficult than re-writing the curriculum.