Dear Lake County Superintendents,
My name is Mike Pope. I'm a father of three, a former public-school teacher and principal, and an Illinois-licensed superintendent. I now publish The Pope Report through Pope Studios.
Dr. Michael Karner, our Regional Superintendent, recently informed Lake County superintendents that I would be contacting them. He also provided the district contact list.
I'm beginning a countywide reporting series asking school leaders the same three questions about public education.
These are not questions about whether your district values students, teachers, or academic achievement. I'm interested in what actually happens when two legitimate educational priorities conflict.
QUESTION 1 — TEACHER AUTONOMY
A qualified classroom teacher determines that the district-required instructional method is not effectively teaching a particular concept. The teacher believes a different method would better serve the students while meeting the same learning standards.
Which takes priority in your district: the teacher's professional judgment or fidelity to the district's prescribed instructional program?
Can the teacher independently make that change without prior approval, and can doing so negatively affect the teacher's evaluation?
QUESTION 2 — ATTENDANCE VS. LEARNING
A student misses school for legitimate medical, family, or educational reasons but remains academically successful, completes the required work, and demonstrates mastery of the material.
Which takes priority in your district: improving that student's attendance percentage or recognizing that the student is successfully learning despite the absences?
If the student meets the state's chronic-absenteeism threshold, what intervention or response is triggered? Can the district distinguish this situation from a student who is missing school and falling behind?
QUESTION 3 — GRADUATION, PROMOTION, AND ACTUAL LEARNING
Illinois's graduation rates have reached record levels, while academic proficiency remains a separate measure of student performance.
What does your district require as evidence that a student has actually mastered the academic knowledge and skills represented by graduation or advancement to the next grade?
For high school districts: If a student earns the required credits but does not meet state proficiency benchmarks, what additional evidence of academic readiness, if any, is required before graduation?
For elementary and middle school districts: What evidence of academic mastery determines whether a student advances to the next grade, particularly when foundational reading or mathematics skills remain below grade-level expectations?
For each question, I would appreciate three things:
1. Your district's actual practice or decision. 2. Who has final decision-making authority. 3. Any written policy, administrative guidance, or evaluation criteria supporting your answer.
My intention is to present responses fairly, identify differences among districts, and help parents, teachers, administrators, and school boards better understand the decisions affecting children.
I am not looking for a particular answer. I am looking for specific, verifiable answers that families and educators can understand.
If possible, please respond by Wednesday, November 18, 2026. You are welcome to have an appropriate district representative respond on your behalf.
Thank you for your time and your willingness to participate.
Mike Pope The Pope Report | Pope Studios Former Public-School Principal Illinois Superintendent License https://pope-studios.com
