Adequate Yearly Progress Quotes

“Watching one of her favorite activities become an instrument of torture made Lena’s soul feel . . . threadbare.”
― Roxanna Elden, Adequate Yearly Progress

“The chance to escape from Brae Hill Valley had afforded her a new lightness that extended to every part of her life.”
― Roxanna Elden, Adequate Yearly Progress

“Adequate Yearly Progress. He turned the phrase over in his mind, shuffling it like a deck of cards. That first word was where they got you, he decided. Yearly and progress were concrete terms. But adequate? That was the moving target. Adequate was the part that got decided in an office somewhere, at the last minute, based on what would look good in the newspaper, or get someone reelected, or highlight some new defect that called for TransformationalChange”
― Roxanna Elden, Adequate Yearly Progress

“any book could be a self-help book if you read it right.”
― Roxanna Elden, Adequate Yearly Progress

“And with that, life seemed to be such a giant, poorly written joke that Hernan felt a sprout of hope spring up through his despair.”
― Roxanna Elden, Adequate Yearly Progress

“What we need,” said Regina, as if sensing the threat of incoming cheerfulness, “is a neck-tattoo statistic.” They all turned toward her. “They want to send us data like, This many black students passed a test in some other teacher’s class, and this many are passing in your class. And that’s not even the point. I mean, I’m black. Breyonna and Candace are black. We can pass a test.” “Yeah, exactly,” added Lena. “I can pass a test.” “How ’bout you tell me how many thirteen-year-olds with neck tattoos are passing a test in another teacher’s class. Then compare my neck-tattoo kids with their neck-tattoo kids. Then tell me what kind of teacher I am.”
― Roxanna Elden, Adequate Yearly Progress

“Everyone knew the real reason discipline numbers looked good: Mrs. Rawlins was the assistant principal in charge of discipline, and she rarely enforced any actual consequences. This not only kept suspension numbers low, it also meant few teachers bothered to fill out referral forms in the first place—and these were the two ways the district calculated discipline numbers. It was, of course, these same two tendencies that caused actual student behavior at the school to skid downhill, but this was no time to make changes to the one set of numbers that felt assured.”
― Roxanna Elden, Adequate Yearly Progress