Here's how you can help your child succeed on tests and make sure that tests are tools for learning at school.

by: GreatSchools Staff
Your child is used to taking tests, but beginning in high school the results carry higher stakes. Tests may determine whether your child progresses from algebra to geometry, graduates from high school or is admitted to the college of her choice. It’s no wonder parents worry that their kids are test-stressed.

You can help your child learn to take tests and use tests to learn with these 10 tips:

1. Monitor your child’s progress on homework and classroom tests.
It may seem obvious, but good study skills are the best test preparation. It can be challenging to keep track of your tween or teen’s progress in school. Your child is learning to be independent – a good thing – and may resist your efforts. And you don’t want to get so involved that you’re the one doing his homework. How much supervision you need to provide depends on your child’s age, maturity and how he’s doing in school. Find out the best times and ways to contact his teachers (Email makes this a lot easier!) Check in with them regularly for feedback and ask how you can help your child at home.
Learn more: Read Study skills for middle school and beyond and How to take great notes on GreatSchools.org.

2. Help your child learn from tests.
Go over tests with your child to see if there are concepts he still doesn’t understand and give him a pat on the back if he did well. Ask your child if he knows how he was able to achieve the grade he got or how he can get a better grade next time. If he gets an 80% on an essay test and the teacher’s only comment is “good job,” that’s not much information. What was good? What does he have to do to get 100%? Many teachers use “rubrics,” or scoring guides, to show students the difference between A, B and C work. Rubrics can break down a more subjective area, such as writing, into components that students can more readily understand.
Learn more: Read more about the use of rubrics in middle school in this article on Middle Web, a resource for teachers and parents.

3. Talk to the teachers or principal about how test results are used.
Ask how the teacher uses test results to adjust her lesson planning or methods of instruction. Does the teacher go over tests after handing them back so that students get a chance to learn from them? Ask the principal how the school uses standardized tests to improve learning and instruction, and how achievement gaps between groups of students are being addressed.

4. Find out how students are prepared for standardized tests.
Do they understand the purpose of a test? Is preparation a separate activity, done in the last week or two, using old editions of the test? This focus on the superficial features of test-taking is what gives test preparation a bad name.
Students should be given some classroom tests in the same format as the standardized test they will take. “We’re not talking about getting old copies of the test,” says Dr. Christopher Tienken, assistant superintendent for curriculum and instruction in New Jersey and a professor at the Rutgers University Graduate School of Education. “If a test format calls for a written response, you shouldn’t be seeing only multiple-choice tests.”
Good teachers integrate the test-taking skills and strategies into their instruction on a regular basis. For example, the skills needed to successfully answer questions on a reading comprehension test – time management, understanding the question being asked and distilling the main point of the passage to be read – are those your child will need to complete assignments in many classes in the years ahead.
Learn more: Read What’s so bad about teaching to the test? on GreatSchools.org.

5. Find out what other ways the school assesses students.
Tests don’t give a full picture of your student. They don’t measure her ability as an artist or creative thinker. For this reason, some schools also use portfolio assessment to evaluate students. Students collect samples of their story drafts, research projects or lab reports into portfolios. The student’s reflections and evaluations of what she has learned are part of the portfolio, which she presents to classmates, teachers and in some cases, parents or community members. Portfolio assessment is not widely used because portfolios are more time-consuming to grade than standardized tests. A number of colleges also accept academic portfolios for admission. Whether or not your child’s school uses a variation of portfolio assessment, she should be assessed on more than test results. Your child should be given a range of assignments, from research papers to creative writing to science projects to help her become an engaged learner and to practice skills that tests may not reflect.
Learn more: Here’s a description of portfolio assessment from the U.S. Department of Education’s Office of Educational Research and Improvement.
Lewis and Clark College in Portland, Oregon, is one college that allows students to skip the SAT and submit a portfolio. Applicants have to send in four samples of graded work from their junior and senior years in high school, including teacher comments.

6. Help your child learn the questions to ask before the test.
The path to a good grade shouldn’t be a mystery. At the beginning of the school year or semester, the teacher should make clear how students will be graded.
Some teachers give points for homework, quizzes and projects and add them up to calculate a grade. Others count only major assignments. Some reward effort, which makes hard-working students feel better but should also be a warning flag: Grades from teachers who give lots of credit for effort don’t give an accurate picture of the skills students have mastered.
Before a test, your student should know the specifics: the test format, the scope of material covered, whether he needs to show his work for math problems and whether he’ll be penalized for guessing on a multiple-choice test. If a teacher isn’t providing enough information to help your child prepare, make an appointment to speak with the teacher, and if you need to, talk to the principal.

7. Before the test, go over strategies with your student.
•   Remind him to do the following:
•   Preview the test before he starts work on it, noting the number of points for each question. Then, he should quickly figure out how much
    time to spend on each section.
•   Read the question carefully so he understands what he is being asked to do. On a multiple-choice test, a question that asks “Which of the
    following does not…..” has a far different answer than “Which of the following does….” Talk about how the answers would be different if
    your child is asked to:
•   Compare (identify similarities and differences)
•   Contrast (show differences)
•   Summarize (give a concise account without detail)
•   Prove (support a point of view with facts)
•   Answer the easiest questions first. Then go back to the tougher ones.
•   Make educated guesses on multiple-choice questions. If points are deducted for guessing, it’s better to leave an answer blank than to make
    a wild guess. But if your child can eliminate one or more incorrect answers, or if there is no penalty for guessing, it’s a good idea to guess.
•   On questions that require matching, he should read all the items before he writes any answers so he can get an idea of all the possibilities.

This is less time-consuming than going back to erase and change an answer.
•   For short-answer questions, keep in mind that the teacher has something specific in mind from the assigned reading or her lectures.
•   Know that first impulses are usually correct, so be careful about going back to change answers.
•   Use all of his time. If he finishes, he should check his answers. If he’s checked the answers once, he can cover up his answers and think
through the question again to see if he should rework his answer.

Learn more: Read Timed writing: techniques for success from the College Board.

8. Remember that all tests are tests of reading ability.
If your student struggles with tests, talk to the teacher about whether she may have a reading problem. She may be able to read individual words but struggle with the advanced reading skills middle and high school students need to summarize, analyze and predict. Keep books, magazines and newspapers at home to encourage your child to read, and let her see you reading, too. Older children still look to parents as role models, even if they aren’t quick to admit it!
Learn more: Read Get ready for middle and high school reading and Get ready for college reading on GreatSchools.org.

9. Help your child get physically and mentally prepared.
Try to make sure your child has a well-balanced diet and is well-rested. Make sure he knows how the results of a test will be used and encourage him to take it seriously. Talk to him about any fears he has about a test if he seems overly anxious. But then remind him that the test is only one measure of what he can do.
Learn more: Check the GreatSchools.org Healthy Kids guide for healthy food and fitness ideas.

10. Learn more about tests.
Find out what a test is designed to measure. Don’t draw conclusions from a single test score and question any decision the school makes about your child based on a single test. How your child feels physically on test day or the way she feels about the teacher can affect her results.
Tienken says that his district has moved away from using a single test to determine a child’s placement in a program for gifted students or in a particular class. A student’s past achievement, current report card and test scores are now taken into account before a decision is made, he says.
“Parents should ask, ‘What are your criteria for student placement decisions?'” Tienken advises.
If your child’s results on several different tests are relatively consistent, you should pay attention and discuss any worrying trends – as well as newly emerging talents – with the teacher or counselor.
When looking at your school’s test scores, assessing whether the school’s scores have improved or declined over time is more useful than looking at the results of a single test.

Setting your priorities first will help you sort through the specialty programs and camps to find the best ones for your child.

by: GreatSchools Staff
​
As any busy parent knows, summer isn’t what it used to be. It often means replacing the routine of school and after-school care with a patchwork of camps, lessons, temporary child care arrangements and family vacations. It’s also a chance for your child to learn and grow by sampling a new activity, developing her talents and becoming more independent.

Making the right choices for your child is a balancing act, says Dr. Judith Myers-Walls, a child development expert at Purdue University. “You have to balance your needs with your goals to give your child new experiences and your child’s needs.”

Camps come in all shapes and sizes
In many communities, there is an abundance of choice. There are approximately 14,000 camps in the U.S., according to the nonprofit American Camp Association, which accredits about 2,400 of them. The programs are operated by private companies, local parks and recreation departments, and nonprofit community or religious organizations. They fall into these general types, although there are programs that combine a number of elements:
Special interest programs
These focus on a sport, the arts, science or technology. They can be half-day or full-day programs and are often called “camps” although they don’t involve camping.

Day camps
These can be a good, relatively low-cost introduction to camp for younger children. They typically include the hiking, swimming and crafts programs of a traditional camp without the overnight stay.

Sleepaway camps
Ranging from very rustic to downright posh, these overnight camps typically offer a two- to eight-week-long outdoor experience for a range of ages that includes sports and arts and crafts. Many offer a one-week option for first-time campers. Some sleepaway camps focus on a particular activity, such as music.

Camps for children with special needs
The Americans for Disabilities Act requires that camps make accommodations, such as wheelchair ramps, for children with special needs. But there are also a number of camps especially tailored to children with learning or behavioral problems, chronic illness and developmental disabilities.

Here’s how to get started finding out what’s right for your child and family.
​
Consider your needs — and your budget
If you need full-time care for your child all summer, the costs can quickly add up so you’ll want to first consider your overall budget.
Many day camp programs end early in the afternoon or only last a few weeks. That means working parents need to include the cost of after-camp child care or babysitting in their planning. The cost of summer programs varies widely. The most recent estimate from the American Camp Association is that the average day camp costs $324 a week. But camps that are operated by local governments or nonprofit organizations often cost less. And there are plenty of camps that cost more.

“But the fee does not equate with equality,” says Ann Sheets, executive director of the American Camp Association, which accredits day and sleepaway camps.

Miriam Silver, a mother of an 11-year-old boy in Sebastapol, CA, has sent her son to a city-operated day camp several summers that costs $125 a week, much less than the national average.

“It’s at a beautiful lake with hiking trails,” she says. “They get dirty. They get independent. He doesn’t usually canoe. He doesn’t fish. But he does that week.”

The average cost of a sleepaway camp is $768 a week, according to the ACA. If you’re considering sending your child away to camp, you’ll need to factor in transportation to camp for your child and for you, if you’re planning to visit.

No matter what program you’re considering, be sure to ask about scholarships and financial assistance, because many camps offer them.
Once you’ve figured out your overall budget, you’ll need to ask at each camp you consider what the overall fee includes.

Does it cover snacks and meals?
Does it cover materials, such as arts and craft supplies, and all the activities the camp offers?
Are you required to buy a camp uniform or sports gear?

Cost-cutting tips
Sometimes you have to get creative to stay within your summer budget. You may want to pool your resources with a few other parents to hire an energetic teenager for the after-camp care you need. Or you might want to join with a small group of other parents who are able to stay at home for a day or two at a time to create your own day camp. You can provide a fun yet inexpensive week by combining a trip to the lake, an outing at a science museum, story hour at the library, baking projects that incorporate math lessons and a nature walk or two. Trying this low-cost alternative might help you save for a week of the soccer camp your child has been begging to attend.

Consider your child’s needs
There’s general agreement that most children are ready for sleepaway camp by the time they are nine or 10 years old, but every child has a different temperament and developmental timetable. Is your child comfortable staying overnight with friends or relatives? Is he excited at the prospect of camp? Talk to your pediatrician or your child’s teacher if you’re not sure your child is ready.

Your child may have loved her day camp last summer, but that doesn’t mean she’ll want to go year after year. Children’s needs change as they grow, and your 10-year-old may have developed interests that make a special interest program in volleyball or dance a better option than day camp or sleepaway camp.

Summers can be even trickier for parents of teens, who may want more free time than their parents are comfortable allowing. Many campers “graduate” to become counselors-in-training or junior counselors, a great way to combine the experience of camp with the responsibilities of a job.

Consider your goals for your child
Summer is a great time for your child to sample new activities, and there’s likely to be a summer program that includes just about any you can think of, whether it’s video production, yoga, rock-climbing or songwriting.

Whatever new experience you’d love to introduce to your child, experts advise that you involve him in the process of choosing, whether it’s the type of camp or the length of his stay. It’s a way for a child to retain a sense of control, and also a way to head off homesickness if he’s heading to sleepaway camp.

“The child needs to buy in and have some choice,” says the ACA’s Sheets.
Myers-Walls, the Purdue psychologist, also advises parents to involve their children in planning for summer. But that doesn’t mean you don’t push them a bit, she says.

“As a parent you may say ‘my child is afraid of any spider in the house’ and I know a nature experience is going to make her a little uncomfortable,'” she says. “That doesn’t mean you don’t do it. You’ll just want to look for ways to make your child less uncomfortable.”
You can help your child feel more at home outdoors by giving her some practice. Plan a family weekend at a nearby campground this spring or help her organize a camp out with friends in her own backyard.

Do your homework
Once you’ve narrowed down your choices to those that fit your needs and budget, talk to other parents, check the local newspaper, library, parks and recreation department and community organizations like the YMCA to find out about your options. There are camp fairs in many metropolitan areas where you can meet representatives from summer programs in your area.
A Google search will show you that there are many camp advisory sites on the Web. They are free and can be helpful in showing your range of choices. But remember that sites often make money by selling advertising to the camps they list, and their recommendation isn’t a substitute for you doing your homework.

"Going to any Web site is just one part of choosing a camp,” says Sheets.

Check the ACA Web site to see a list of the organization’s accredited camps. A camp on this list has met the organization’s extensive list of standards for its site, staff, health and safety, food service, programs and transportation.

However, some very good camps choose not to apply for accreditation, acknowledges Sheets. Those with long waiting lists, for example, don’t feel they need to go through the extensive process, which costs a camp money and staff time.

In any case, you’ll want to see if the camp is a good fit for your child. Your best sources of information are the director and parents whose children have been there. Ask the camp director for references if you don’t know parents whose children have attended.
Many camps post lovely pictures on their brochures or Web sites, but parents still need to ask detailed questions about the facilities.
“I’d be particularly interested in where the kids are sleeping,” says Sheets. “I’ve slept in cabins, in tents and out under the stars. They’re very different experiences.”

You’ll also want to see if your child will be happy with the camp’s culture. If the brochure emphasizes the sports program, for example, a parent should ask what specific activities make up that program.

“There are great camps that are extremely competitive,” says Sheets. “And great camps that are not.”

Plan now for next year
The best time to visit a camp or program is when it’s in session. While it’s too late for that this year, you may want to factor a camp visit into your vacation plans this summer.

Bring your list of questions, talk to the director, take in the scenery, but most of all, watch the way the staff treats the campers and the campers treat each other. That will help you get a head start on your planning for next year.

by: Deidre Hayden | February 9, 2016

As a parent of a child with learning disabilities, you have a special interest in knowing what is in your child’s school records. This is true because of the significant information these records offer you about your child and also because of the emphasis schools place on these records when making educational decisions. If any information in your child’s records is inaccurate, biased, incomplete, or inconsistent, this material may well result in inaccurate decisions regarding your child’s right to special education services. For these reasons you must know how to obtain, interpret, and correct these records and how to use them effectively in school meetings. This article will give you an overview of your rights to your child’s records.

The Family Educational Rights and Privacy Act
Schools are required by federal and state laws to maintain certain records and to make these records available to you upon request. The federal Family Educational Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA) establish the minimum requirements school systems must meet in maintaining, protecting, and providing access to students’ school records. State laws will sometimes go beyond these minimum requirements and provide parents with additional rights to review, modify, or seek other changes in these records. Be sure to obtain a copy of your own state’s and school district’s school records laws and procedures by contacting your school district’s director of special education.

Obtaining your child’s records from the local school
Getting copies of your child’s school records should be fairly easy. While federal law does not specifically require school systems to provide parents with copies of these records, in practice most school systems do so upon request.

Types of files
Begin by asking the school principal about the location of your child’s various files or records. These will include:
•   Cumulative file. The principal will have your child’s cumulative file, which you will want to see and copy. Often the cumulative file contains
     little more than a profile card with personal identification data and perhaps academic achievement levels, some teacher reports, and
     report cards.

•   Confidential file. Also accessible to parents, the confidential file may be kept at your child’s school, or in a central administrative office
    where the special education program offices are located. The file is called confidential because access to the information is limited to
    certain individuals. Your child’s confidential record includes all of the reports written as a result of the school’s evaluation; reports of
     independent evaluators, if any; medical records that you have had released; summary reports of evaluation team and eligibility committee
     meetings; your child’s Individualized Education Program (IEP); and, often, correspondence between you and school personnel.

•   Compliance file (some schools). Some school systems keep the reports of eligibility meetings, correspondence between the parents and
     school officials, and other similar documents in a separate compliance file. The contents of the compliance file demonstrate that the school
     system has met the timelines, notification, and consent regulations required by IDEA.

•   Discipline file (some schools). Some schools may also maintain a separate file regarding discipline issues involving long-term suspension or
    expulsion.
A good bit of detective work is sometimes required to understand your school system’s individual filing system!

Getting copies of records
School districts usually require parents to sign a “release of information” form before they will provide copies of schools records. You can often obtain that form through your child’s school, or by simply writing a letter to the school principal or special education director, requesting a copy of school records. In many school districts, parents can go to the district’s special education offices and fill out a form to request their children’s records.

School districts usually provide the first copy of records for free. If they do charge a fee, the fee can be only for the cost of reproducing and mailing the records, not for personnel time or other costs. Again, check your local policies and procedures for your district’s process.

Records open to parents
Once you have gained access to your child’s records, does this mean you can see any and all records pertaining to your child? Which records is the school system legally required to show you? Under FERPA, schools must show parents all records, files, documents, and other materials that are maintained by the school system and contain information relating to their children. This includes all records referring to your child in any personally identifiable manner – that is, records containing your child’s name, Social Security number, student ID number, or other data making them traceable to her.

The following are excluded from the records schools must show you:

•   Notes of teachers, counselors, and/or school administrators, made for their personal use and shown to nobody else (except a substitute
    teacher)
•   Personnel records of school employees

Examining and correcting your child’s records
Even when you have your child’s records in your hands, you may wonder what you’ve got. The language of the educators, psychologists, educational diagnosticians, and other school professionals is often difficult to understand. If this is the case for you, all you need to do is ask someone to help you. The law requires school personnel to explain the records to you when you do not understand them. Or you may take a friend or a knowledgeable professional with you to help review the records and explain confusing parts. When you do this, however, you will be asked to sign a form giving that person permission to see your child’s records.

As you review the records, you may find places where information given about your child or family conflicts with your own assessments. If left unchallenged, this material could lead to decisions about your child’s educational program that are not in his or her best interest. To prevent this from happening, you can follow two paths.

•   First, you can informally ask the principal or the director of special education to delete the material, giving your reasons for the request.
    Often school officials will honor the request and no problem arises.
•   You may also write down your objections to a particular record and have that attached to the record.

If you strongly believe the report does not belong in your child’s record, and the schools refuse to remove the requested material, you have a right to a formal records hearing. Your state and local school district policies will tell you how to follow the more formal process for amending your child’s records.

Controlling who sees your child’s records
FERPA and IDEA prohibit schools from disclosing your child’s records to anyone without your written consent. The only exceptions are:
•   School officials, including teachers, in your child’s district with a legitimate educational interest as defined in the school procedures
•   School officials in the school district to which your child intends to transfer (Before the records are sent, however, you will want to review
     them and challenge their content, if necessary.)
•   Certain state and national education agencies, if necessary, for enforcing federal laws
•   Anyone to whom a state statute requires the school to report information
•   Accrediting and research organizations helping the school, provided they guarantee confidentiality
•   Student financial aid officials
•   People who have court orders, provided the school makes reasonable efforts to notify the parent or student before releasing the records
•   Appropriate people in health and safety emergencies such as doctors, nurses, and fire marshals
•  Law enforcement and judicial authorities in certain cases

With the exception of the people listed above, schools must have your permission to release material from your child’s records to anyone other than yourself. When requesting release of the records, the school must tell you which records are involved, why they have been requested, and who will receive them. Likewise, if you want someone outside the school system to see your child’s records, you will be asked to sign a release granting such permission. All of these rules have been instituted to protect your privacy and that of your child.

When your child reaches 18 or goes to post-secondary school
When your child reaches the age of 18 or enters a post-secondary educational institution such as a vocational-technical school, a college, a university, or trade school, most rights to records previously available to you are transferred to your child. The only parts of the record your child will not have the right to see are your financial records and any statements or confidential recommendations your child has waived the right to see. This means if you wish to review the school records of a son or daughter who is 18 or who is attending post-secondary school, she must first sign a waiver permitting you to do so.

IDEA gives parents of children with disabilities, including learning disabilities, special consideration when transferring record rights. The law grants states the authority to develop individual policies which take into account the type and severity of the child’s disability and the child’s age when transferring record rights from parents to their children. Thus, if your child with disabilities has reached age 18 or is about to reach 18 and is in secondary school, you should find out, by asking the director of special education in your school district, if your state has a policy that allows you continued access to your child’s records. If not, you and school personnel may want to develop a waiver form which your child can sign allowing you continued rights to review, to control access to, and to seek changes in those records.

When you move
If you should move, your child’s school records will, of course, move with you. To be certain your child’s new school receives only relevant and current records, you will want to examine the entire contents of the folder and identify specifically the material you want forwarded. Most school systems will honor your request and send only the information you want released. However, you should note that many states require schools to transfer records about any disciplinary violation; you do not have the option of excluding that information.

Should the school wish to send material you want withheld, you can initiate a records hearing procedure to prohibit them from doing so. In any case, before you move, always review your child’s school folder. You will want to eliminate the irrelevant, inaccurate, and dated material or attach your critique to those records you believe should have been removed but were not.

Because of the importance of your child’s records in determining special education services, you should review and correct them annually, whether or not you move. You should also be certain you have a duplicate copy of all the material in the official files. Then, if the records are lost, you will have copies to replace them.

A final note: thick records
Classroom teachers have been heard to comment, “When I see a thick set of records for a child new to my class, I know trouble is coming.” This is another reason for your diligence in reviewing your child’s records periodically. Many reports, especially those written several years previously, give little if any information that will be useful in current decisions about your child. A careful weeding out of irrelevant documents can help to avoid the thick record syndrome.

FOR IMMEDIATE RELEASE – September 25, 2018 – (ComECH-Quebec)

Major Parties Want Votes of Minority Communities but Refuse to Stand-up for a History Curriculum that Reflects their Positive Contributions to Quebec Society.

September 24, 2018

Montreal, QC – The Committee for the Enhancement of the History Curriculum in Quebec (ComECH-Quebec) will hold a press conference on September 25th at 10:00AM at the English Parents’ Committee Association office (7875 Chemin de la Côte-de-Liesse). We will report on the responses we received to a letter outlining ten specific problems with the current history curriculum and asking the main political parties if they agree that each was a problem and whether they are willing to act to correct this problem. 

The letter was accompanied by a document containing excerpts from the secondary four textbook providing concrete examples of the problems identified in our letter. The letter was sent to the leaders of the PLQ, CAQ, PQ, QS and PVQ as well as the candidates for these parties in the ridings of Laurier-Dorion, Mont-Royal-Outremont, Notre-Dame-de-Grace, Saint-Marie-Saint-Jacques and Westmount-Saint-Louis.

ComECH-Quebec chairperson Robert Green expressed disappointment at the tepid response the letter received. “Each of the major parties have been courting the votes of Anglophones and other minority communities and yet neither the Liberal, CAQ, PQ nor QS leadership is willing to speak out about a history curriculum that eliminates the positive contributions of any minority community from the curriculum.”

According to Green, this should be an election issue: “In considering who to vote for, members of minority communities should be aware that the leaders of the major political parties see no problem forcing their children to endure two years of ethnic nationalist propaganda that sends them a clear message that they are second-class citizens.”

According to Green, this problem has academic implications for students from minority communities: “As a teacher I know that my students have a better chance at success when they can make personal connections with the curriculum. By writing the positive contributions of minorities out of the program and neglecting local history the government is systematically putting all students from minority communities at an academic disadvantage”.

Green also expressed disappointment at the lack of response from major party candidates running in ridings representing large numbers of citizens from minority communities.

“None of the candidates from major parties running to represent the large Jewish community in Mont-Royal-Outremont were willing to agree that it is a problem that the textbook represents a complete whitewash of Quebec’s history of antisemitism; none of the candidates running in the ethnically diverse riding of Laurier-Dorion were willing to agree that it is a problem that the textbook re-enforces Islamophobic stereotypes and reduces the contribution of immigration to replenishing the labour market; none of the candidates running in the primarily Anglophone riding of Westmount, including Liberal candidate and President of the Quebec English School Boards Association, Jennifer Maccarone, were willing to agree that it is a problem that the textbook demonizing the entire Anglophone community as a monolithic block of elites. It is a shocking lack of courage and principles we are seeing from these candidates.” said Green. “These candidates claim to want to see minority voices represented in the National Assembly but refuse to stand up for them being represented in the history curriculum.”

However, Green pointed out that the letter did receive some positive responses. In addition to a supportive response from QS candidate for NDG, Kathleen Gudmundsson, our letter received several supportive responses from Green Party candidates, including party leader Alex Tyrell.

“The Green Party was by far the most supportive of our letter. Alex Tyrell was the only party leader willing to commit to changing the curriculum to reflect the values of an inclusive democratic society”, Green said. “We were also particularly impressed with the strong words of support offered by Westmount Green Party candidate Sam Kuhn and NDG Green Party candidate Chad Walcott.”

Finally, the members of ComECH-Quebec want voters to consider that recent changes to the history curriculum have occurred in a context of rising xenophobia in Quebec society.

“Political parties in Quebec have in recent years shown an increased willingness to pander to xenophobic sentiments in the population. By remaining silent about this highly problematic curriculum, they are now signalling their willingness to have the provincial history curriculum politicized in order to reproduce such xenophobic views in the minds of young people. This is a very serious issue for the future of our society,” warned Green. “Those who believe in a Quebec that is open, democratic and inclusive of its minority communities, should think long and hard about this issue before casting a vote”.

About the Committee for the Enhancement of the Curriculum of History in Quebec
ComECH-Quebec is an ad hoc committee created by the English Parents’ Committees Association (EPCA), Quebec Anglophone Heritage Network (QAHN), the Quebec Federation of Home and School Associations (QFHSA), and the Quebec Association of Geography Teachers. The Committee is chaired by Westmount High School teacher Robert Green.

Contact: For more information contact Robert Green at 438-878-8398

Enclosures: Letter sent to parties and candidates; Documents from Secondary 4 Textbook Reflections.qc.ca; Quebec’s Secondary III & IV History Curriculum: In Need of Change