I want to address recent school board conversations around test scores, specifically the M-STEP, and the concern that these results warrant greater micromanagement of our schools. I’d like to offer some context and perspective as a former Title I teacher.

M-STEP is a once-a-year assessment. It provides a snapshot, not a full picture. Educators are doing the real, day-to-day work of identifying and supporting students who are struggling. There is regular collaboration using data from NWEA and DIBELS assessments, tests that give us more timely, actionable information, to make sure students who need extra help are identified early and receive that support.

This is thoughtful, targeted, and ongoing work. It doesn’t need to be micromanaged — it needs to be trusted and supported.

I was also concerned to hear a school board member refer to students who are not proficient on state tests as “low-hanging fruit.” That kind of language is not only inappropriate — it is dehumanizing. These are children. Many are facing barriers far beyond the classroom.

According to the Kids Count in Michigan data:

In Alpena County, 61.6% of K-12 students are economically disadvantaged.

Only 32.6% of 3- and 4-year-olds are enrolled in preschool.

This is the context educators work in every single day–not just on M-STEP day.

Speaking negatively about certain schools, its educators, or its students doesn’t move us forward. It undermines morale, erodes trust, and does a disservice to professionals who are showing up every day to do this hard and necessary work.

If we truly want to improve outcomes for our students, we must invest in early childhood education, expand support services, and create environments where educators are empowered — not micromanaged — to do what works.

Our students don’t need more policies. They need meaningful academic support, engaged families, and a school board that puts learning first.

VICKY LINDSAY

Alpena