by Alex Newman, Liberty Sentinel:
So-called “equitable” grading, which seeks to artificially boost scores for minorities under the guise of “equity,” has become all the rage in government “education” across America. But despite being used in about half of government schools nationwide today, most U.S. teachers are not fans of the scheme, according to the first major survey on the issue.
“Equitable” grading schemes were first popularized before Covid as PhD “educators” tried to end what they perceived as “racial injustice” and “inequality” in education. Fringe leftwing ideologues claimed — falsely — that any disparity between students with lighter and darker skin tones was evidence of “systemic racism” that had to be corrected.
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But with the government’s “pandemic response” fueling even more failure and disparity among “minorities,” the far-left ramblings moved more and more into the mainstream. By 2022, schools and districts nationwide were jumping on the bandwagon, as if artificially boosting scores by handing out good grades for subpar work would help fix the problems.
Most school districts have not embraced the whole scheme — yet. But about half use at least some grading policies considered part of “equitable” grading. These include policies such as no zeros, no homework, no penalties for late work, allowing students to re-take tests and quizzes without consequence, removing participation scores, and more.
Over a third of teachers said their schools follow at least several of those policies, according to the new survey and associated report by the conservative-leaning Fordham Institute. About 52 percent of the almost 1,000 teachers surveyed said their school has adopted at least one element of “equitable” grading.
But the report, titled “Equitable Grading Through the Eyes of Teachers,” found widespread dissatisfaction among teachers over the policies. The most unpopular one: refusal to give a student a zero, even when the student handed nothing in. Many districts have started giving children a 50 percent score despite the fact that the students did literally zero work.
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