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Mr. Kane gave him and every single kid in his class a 442/500 or an 88.4% be he's a subpar teacher. In most assignments, the highest scores will sit in the low to mid B’s range. In fact, if you added up the highest grade received for all assignments and input the ~45 extra credit points he gave for the soccer games (which a student should not be expected to do to get an A) into the highest weighted category (which he did not do), the total would barely reach ~90%. Additionally, Mr Kane has yet to include any of the promised extra credit into these students’ grades even though he claimed he “worked all the magic he could” for everybody. Furthermore, Nobody has been able to reach a perfect score on any assignment throughout all periods. Mr. Kane has also violated school policies, specifically the cell phone policy. In one such case, Mr. Kane rightfully took away a student's device but refused to give it back even after school, which ended up with Mr. Kane leaving it in his classroom all night. When asked why they didn’t get their phone back yet the next day, Mr. Kane flipped it on the student instead and threatened to revoke the device again. Teachers are expected to send phones up to the office as soon as the period is over or during the next break (which was confirmed in-person by Dr. Kenfield). This was an act of him abusing his authority as a teacher, eroding the trust between students, parents, and school faculty. The school strives to have all students on campus return home with their devices, regardless of offense. What if an emergency occurred and the student didn’t have their cell phone to dial emergency services or call their parents? Mr. Kane shows bias in his enforcement of this policy as well. In an incident reported by a student, two female students who had clearly used their phones throughout the entire year did not have their phones confiscated at any time and were rarely called out by Mr. Kane. However, whenever other students right next to the girls used their phones, the students were quickly reprimanded by Mr. Kane who turned a blind eye to the girls who still had their phones out. The student estimated that Mr. Kane had only called the girls out seven to ten times throughout the entire school year. One kid had to say "Mr. Kane favors people based on how much they participate in class. While I do understand that it's a valid reason to favor someone it still does not excuse how he treated others. I remember at the beginning of the 1st semester, I participated a lot because I got the material, but as the material got harder, I participated less. At first he was nice and understanding towards me, but as I participated less, he became more hostile. I remember this one incident where he said he was going to hand out a case study the next day and a lot of kids weren't going to be there to get the case study or be able to do the case study in a timely manner. This one kid who was quieter and participated less, asked Mr. Kane for the case study and Mr. Kane outright denied him and was rude to them. However, when I asked for the case study he was understanding and overall nicer to me. (This was the first semester when I was still participating). While yes, the kids were going to be there the next day and I wasn't, this does not excuse his hostile treatment towards this student. Additionally, nobody had an A before being rounded up. Some of these kids work very hard and have an A in every other freshman honors class that they take. Let's also add that the class average for both periods 1 and 2 was a 54/100 with the highest grade being a 77, with little to no material matching the study guide that he gave us and let us use on the test." Another kid says, "His grading was for me, the biggest issue. It wouldn't be as bad if we got fair scores, if we were compensated for our efforts. To put things into perspective, I recall multiple assignments where the HIGHEST score, not even average, was a C. However hard it could have been, I don't believe that the most hardworking student in an honors class would get a C on a homework assignment. The reason some people found it hard to achieve high grades wasn't because the class was hard, but because our grades were so uncontrollable by the students. That there weren't tests, quizzes, or anything like that, that could GUARANTEE a good score. You couldn't study 8 hours to ensure an A on the test, like you could with math. You couldn't read a whole book 10 times, to ensure you get a good score on the reading comprehension test, like you could with English. Everything was based on the assignments, which had standards that I could never hope to grasp. The length of the assignments were, in combination with the nature of the components, made it difficult. I mean to say that the assignments all had components that didn't have equally dividing of points, instead they were things like notes, free response questions, diagrams. If it were multiple choice questions or things like that, then we would be able to have control over our grade, to able to accept or correct our grades with understanding. This is what made the grading so terribly confusing to me. We could[n’t] argue for our grades with reason, because we didn't know how the grades in the first place; there's no rubric." Look here to find out more: docs .google.com/document/d/19D6KYaezjdveKe-yE2blzNDj6WHe7jIbytbDi5n3B8U/edit?usp=sharing

whos that kid in the middle at 0:01

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