Dear Parent(s),

                I am pleased at your child’s interest in Honors Psychology this year. Experience has taught me that: A) Most of the children in the class are repeat students. I have had many of these children in class before. Sometimes they have been in one of my classes, often they have been in several. This generally means that there is already a bond between us. They understand my style of teaching and they enjoy it. Others who have chosen this class are seriously interested in the concepts of Psychology. It is my responsibility to try to refine and hone this interest. Yet, there is another group, those that are urged by parents or counselors to take the honors course. If the student is not interested, this class will be unusually and extremely difficult. B) Some parents want to be actively involved in their child’s coursework while others prefer to allow more independent functioning. C) Some children explain in great detail what is going on in class to the parents, while others avoid lengthy discussions about school.

                The purpose of this letter is to make sure that all parents start from square one and have equal knowledge about the course that your child has decided to participate in. Every parent should know this information about the course. I approach this honors course with certain assumptions. One is that students who enroll are capable, motivated individuals who are willing to devote a considerable amount of out-of-class time to preparation. If your child isn’t studying and reading for class on an almost daily basis, success is much less likely. Given the nature of a fast-paced, college-level class it is simply impossible to excel by putting in an hour or two in the night before a Unit Test. That strategy works well for bright students in less demanding courses. It will not work in this course. Your assistance in encouraging daily preparation and review is greatly appreciated and will pay huge benefits throughout the year.

                A second assumption is that everyone who takes the class will sit for the Advanced Placement Examination in Psychology in May. Although the district has been unwilling to prepare the course for the Advanced Placement Program, I am unwilling to sit by idly and allow this opportunity to advance your children academically and to aide you financially pass by. Tests certainly have their weaknesses, but I’m convinced that students who do well on the A.P. Exam know a great deal of psychology and relationships with human-kind and its surroundings. In a sense, this is the final exam. Most of our efforts throughout the semester are directed toward making sure we are ready on test day. Success on the A.P. Test (a grade that ranges from 1-5, 5 being the highest) would depend on the college of choice. For example, you would need a 5 for it to be accepted at the University of Illinois. You would need a 4 or higher to be accepted at the University of Illinois Chicago. You would need a 3 or higher for credit at institutions like NIU, Florida State University, and some Illinois State schools. Based upon the examples of schools given, a family would save $654 at NIU, $2000 at U of I, $1680 for UIC, $700 at ISU, and a range from $3,000 to $900 for out of state institutes and private institutes. To go through all the preparation and not take the test is anti-climatic. Why do all the work and not get college credit? The test itself costs approximately $100 to take. However, the experience of a college test and the risk in terms of reward balance very well in the students favor. Most importantly, the test gives the student practical experience in college test-taking. When a college looks on the transcripts and sees an honors class, the institution will assume that the student is prepared for a college level course. Therefore, there is absolutely no benefit to avoiding the exam, while the student has all the opportunities awarded if they do take the exam, and as teacher I receive no financial award for students taking the exam. In spite of this, I see miss opportunities as very expensive.

                Grades are an area of interest to both parents and the students. In my class, they are based on tests and quizzes. There are few assignments (two or three per unit). Scan Tron Tests account for approximately 35% of the grade. Essay tests account for approximately 35%. Quizzes on every reading account for 20%. The final, when applicable to students who are not seniors with a “B” or higher or seniors and juniors/underclassmen who have taken the AP Exam, is worth approximately 10% of the grade. “A’s”, particularly on scan tron tests, are difficult to come by, so your son or daughter should feel justifiably proud to earn them. “B’s” indicate to me that the student is  making excellent progress and will be ready for the AP Exam in May. Grades of “C” are certainly acceptable and show the student is learning quite a bit of psychology, but in the past “C” level students have struggled with the national exam. It is a weighted class. An “A” equals a “5.0”, a “B” equals a “4.0”, however, a “C” equals a “C”. My goal is that every student earn grades of “B-“or higher. Students are typically informed of their grade every two weeks or so.

                If you have any questions about any aspect of the course, please do not hesitate to contact me. The easiest way to reach me is by phone (630.372.4700 x4696). The next easiest way, is my work e-mail account (bez_j/bhs@dsn.u46.k12.il.us ). You are also welcome to e-mail me at home, but this takes me significantly longer to respond to (botherbez@hotmail.com ).

                Sincerely,

             Joel Bez

     Bartlett High School

Social Studies Department