Boost sees changes second semester

By Lindsay Baumgartner

In the last semester several changes have been decided upon by the administration at Legend. However, one of the biggest changes that has impacted students is Boost Class- the class designed to provide concrete test score improvement based on TCAP scores from sophomore year.

“82 students were initially eligible to get out.  I know only a percentage of those students actually took advantage of the opportunity to get out, as many chose to stay in.  After further reviewing the exit criteria and the data for students in the class, 35 more were eligible to retake one content area test to attempt to earn eligibility to get out.  Only a small percentage of students took advantage of that opportunity,” said adviser Amber Lytton.

It’s time to take a look at how students feel about the class, how they feel it helped them improve their education, and what we can expect to see from the class not only for second semester, but for years to come as well.

“The biggest problem I see with it is that the teachers are underprepared and they don’t even want to be there,” said Shannon Cooper, a junior who was able to drop the class at the end of first semester. “But I did worse in the class I needed help in.”

Students say the class is a waste of time and many feel they are not getting the help they need.

“They need to take away the random tests and busy work from the areas we don’t need help in. It’s turned into a busy work and study hall; it’s pointless,” said Taylor Mitchell, a junior still in the class.

Other students feel the class has potential, but that there are still changes that need to be made.

“There needs to be more one-on-one time between the teacher and the students,” junior, Hallie Kimbrel said. “I didn’t like doing things on my own or on the computer, and we did the same things over and over.”

The changes that these students are looking at are not something the administration has ignored, however.

“We are continuing to review the course and will offer many more sections next year, specifically designed to address students’ needs in particular content areas, rather than just one course for all students, that will be content specific.  For example, a Math School Success class for students that specifically had lower scores in math,” said Lytton.

Legend’s advisement staff is looking at specific ways to improve the class to fit the specific needs of student who will be in the class next year.

“I know some students were disappointed, but I also know of a number of students that chose to stay in the class, especially with the ACT coming up in April,” Lytton said.

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