Pearcy Stem Academy

From Learners to Offenders: How Pearcy Discipline System Gets It Wrong

Arlington ISD claims its discipline program is structured and fair, but my experience shows it conditions children to be treated like offenders instead of learners. Teachers have unchecked discretion to issue “signings” for petty actions—like my sixth-grade child being written up for a single laugh after recess. No instruction was taking place, no redirection was attempted, yet the teacher escalated directly to a formal discipline. The harm was compounded when the principal backed the teacher and even documented she would “check back in two weeks” on my child’s “progress for laughing.” This proves teacher discretion is always treated as right, with no accountability when staff actions damage a child’s record. Once a signing is issued, the child has no independent way to challenge it. Students are forced through a broken chain of command, while parents are given grievance processes that exist in name only. Emails I hold confirm this: the teacher initially refused to provide the write-up, avoided direct questions, and the school’s responses were delayed. This shows not transparency, but intimidation of both student and parent. AISD backs their actions. AISD also conditions children to blindly sign documents such as behavior forms and classroom “contracts,” often under threat of grade penalties if they refuse. By law, students must attend school regardless of paperwork, yet they are taught to comply without question rather than think critically or advocate for themselves. Meanwhile, no comparable accountability exists for staff. Families are bound by contracts of expectations, but I have never seen a document outlining staff obligations or a clear list of what educators may not do to children in their care. Signings also build into a “rap sheet” that later justifies harsher punishments such as lunch detention. At Ousley Middle School, a counselor looked up my daughter’s record and expressed surprise she had no prior infractions through seventh grade. The implication was clear: these marks are tracked and used as fuel to justify discipline. This system teaches children they cannot grow or learn from mistakes—they can only be monitored like criminals. This is not discipline that teaches. It silences. It strips children of their voices, pressures parents into reshaping natural behavior in harmful ways to survive mischaracterization, and legitimizes staff actions whether right or wrong. AISD must stop legitimizing petty discipline, create checks on staff authority, and provide real accountability for how children are treated. Pearcy especially has the potential to score higher in its academic ratings if the same energy placed on discipline were redirected toward advancing student academic success.

I' am a new parent to Pearcy and heard alot of good news about the school when we made the decesion to buy our home. I have had the most horrible experiences there so far and no show of professionalism from the teachers. My sons teacher is not friendly when we pick him up, she is always complaining about something my husband does or is not doing right.She doesnt take the time to explain or tell my husband with a friendly manor about what he needs to do correctly. I dont like the drop off and picking up situation with the school either. Miss my childrens other school so full of love and professsional teachers willing to help with any issues we have. They were much caring and understanding and not yelling at parents in front of other parents and children.