Concerns Raised Over Grading Practices at Flushing High School

Something feels off.

Allegations have surfaced that mathematics teachers at a Queens high school have been compelled to pass failing students, including those who habitually skip classes. This situation is now under investigation by the city’s Department of Education.

Flushing High School is being scrutinized due to concerns about underperforming students. A recent report shed light on this lenient grading policy.

Before one morning class, a student mentioned seeing an article about it and casually noted, “My mom saw it.” The student’s mother expressed worries that kids are becoming less informed. She speculated that this might be why phones are being taken away in schools.

To address the situation, the entire math department was called into a training workshop on Wednesday to discuss the grading system. However, it’s unclear if the issues were the impetus for this training.

Three math teachers shared with a local outlet that there’s pressure within their department to ensure struggling students receive passing grades. They noted that they faced pushback when voicing concerns about this practice.

Out of curious statistics, one teacher reported that last year, the average score for one class was 70%, but only 30% passed the Regents exam. Even students engrossed in gaming and neglecting their assignments may still receive passing grades.

The first class of last year had a pass rate around 70%, yet only 30% cleared the New York State Legislative Examination, according to the teachers.

“I’m trying to get my students to see the importance of passing all three Mathematics Regents for college,” one educator explained, “but they’re told it just doesn’t matter.”

Internal communications revealed that students wouldn’t be penalized for unfinished assignments, effectively giving them freedom regarding their effort. The guidance suggested that any grades below 100% wouldn’t factor into a student’s final grade.

This controversial policy appears to have originated in December 2024, when a math assistant principal implemented a departmental grading strategy mandating a minimum score of 55% on tests and assignments.

Under the school’s policy, students are not penalized for failing to complete assignments, adding to a system where lower test scores could be significantly boosted.

One frustrated teacher lamented that they were left with little flexibility in determining passing or failing grades, stating, “As a teacher, my focus should be on helping my students succeed, not just passing them.”

When teachers attempted to motivate students, responses often lacked enthusiasm, with phrases like, “What’s the point?” becoming common.

One student reflected, “If these behaviors persisted in the real world, I think it would lead to major problems.” Another student pointed out, “I think it’s the younger ones who are really struggling. They either skip class or disappear during recess.”

A disgruntled 16-year-old junior criticized the approach, saying, “This isn’t right. You’re not helping anyone. Students aren’t learning anything.”

The DOE has acknowledged the allegations and initiated an investigation.

A department spokesperson commented that robust academic instruction is crucial in NYC public schools, assuring that they are examining this particular grading issue closely.