Today's students, in many ways, are more sophisticated than those of the previous generations. Due to their constant exposure to a wide variety of concepts via the media as well as the wealth of advanced scientific and technological concepts, the school is faced with an enormous challenge. In addition, the marked changes in the American family have forced the school to deal with the social and psychological development of students along with teaching the cognitive skills.


The skills previously required are still necessary, but success and even survival in our world requires more.

Society continues to impose changing demands upon its schools and its students. The skills previously required are still necessary, but success and even survival in our world requires more. We live in an era in which communication and technology are increasingly important. At the same time, we are faced with pleas for a renewed emphasis on basic skills. As educators, we are aware that basic concepts must be emphasized. However, it is important that we accomplish these goals without sacrificing the attention that must be given to the concept of individuality. The fact that each individual has worth and dignity must be maintained.

We have the responsibility of providing students with an opportunity to develop their potential as total persons, and the school environment should promote responsibility, pride and trust. It should also foster an attitude of cooperation and a sense of civic responsibility.

The philosophy of the Bay City Public Schools concerning academic achievement is based on the premise that all students can learn and the degree to which each child learns is dependent upon the quality of instruction and the design of the educational programs provided. It is recognized that achievement is also influenced by diverse learning styles, parental support, individual patterns of growth and development, and student interest and motivation. Therefore, all aspects of instruction, program evaluation, and planning should focus on the learning that is necessary for success at each step and level in the sequence of educational growth.

Achievement of students shall be measured in numerical scores, percentages, or letter grades that indicate attainment of well-defined and Board-approved instructional goals and objectives. Measurement and evaluation of such achievement shall be maintained continually and consistently, since this provides the measure of progress toward the central purpose for which schools exist – the optimal growth and achievement of each student.

bkgd-yearbkThe Board recognizes that the District must consider many factors that cannot be clinically tested – attitude toward others and work habits, for example – which may influence a student's success as much as knowledge of subject areas. However, the evaluation and reporting of these is to be separate from the measure and appraisal of the level of skill development and academic achievement.