Students to Face Stiffer Standards-July 18, 1990

In 1990 the town of Norwood was on the cusp of a significant change in its educational system. The school administration, led by Superintendent Louis J. Taris, had been studying ways to improve academic standards for over a year and a half. The result of this study was a proposal to double the number of courses students in grades 9 through 12 must pass.

This proposal was announced at the school committee meeting on July 18, 1990, and it sent shockwaves throughout the community. The proposed new requirements were designed to be more demanding, with the goal of producing better-prepared graduates. According to Taris, “We have a good system here, but we want to make it even better by being even more demanding.”

The proposal outlined several key changes to the existing curriculum. Firstly, students would now be required to pass English courses in grades 9 through 12. Currently, students only had to pass two English courses in high school. Secondly, students would have to pass two math courses, whereas previously they were only required to take one year of math but not necessarily pass it.

Thirdly, students would have to pass two years of social studies, rather than just one year as was currently the case. Finally, students would have to pass two years of science, a requirement that did not exist before. Additionally, students in grades 7 through 12 would have to obtain 20 credits instead of the present 17 credits to be promoted to the next grade.

The increase in credits was equivalent to an elective course, and it marked a significant shift in the way students were expected to perform academically. Students who did not meet these new requirements would have to attend summer school, which added an extra layer of pressure on those struggling with their coursework.

Several members of the school committee were eager to make the new requirements even tougher. Chairman William F. Pudsey suggested that students should be required to pass English in every grade, starting from kindergarten. Members Rudith Berkowitz and Joan H. Cuff also advocated for junior high school students to be required to pass certain subjects, rather than just getting 20 credits.

Berkowitz pointed out that a student could fail English and still get 35 credits, highlighting the need for more stringent requirements. However, Assistant Superintendent James Donovan countered that junior high students were not mature enough to be expected to pass certain courses, particularly English and math.

The proposal was met with a mix of reactions from the community, with some welcoming the idea of tougher standards while others expressed concerns about the potential impact on students. The school committee would continue to study the proposals further before deciding whether to approve them.

In the end, the decision to implement these new requirements would depend on various factors, including the availability of resources and the willingness of teachers and administrators to adapt to the changes. However, one thing was clear: the town of Norwood was about to embark on a significant journey towards improving its educational system.

Archival Note: This article has been dynamically reconstructed from the original public record print archives of the Patriot Ledger