We’re nearing the end-of-year testing that will measure students against a static, inflexible standard. Growth doesn’t matter as much as a set level of proficiency. It’s always been a frustration to me that the American education system fixates on proficiency instead of growth. If a student improves his reading level by three grades in one year but still is performing below the eighth-grade level, that is somehow counted as a failure when it’s anything but.

One of the hallmarks of the end of the year is the scramble we’re all making to cover last-minute items. For example, I’d neglected the active/passive distinction, so I’m hurriedly going over it with students, along with verb mood.

“Why are we learning this?” one might ask.

“Because it’s on the test,” is the tempting answer.

In the evening, soccer practice. E made the winning shot on a game the kids were playing and his teammates mob him. It’s a good way to end the day.