Charlottesville High School (CHS) has found a novel way to ensure “equity” in student achievement: dumb-down the grading scale.
A school-wide email from principal, Dr. Eric Irizarry, teases the new procedures with education doublespeak that frames the changes positively:
Our goal at Charlottesville High School is to educate all students in a way that allows them to show mastery of content. In order to do so, we are revising our grading practices to be aligned to the standards students must meet. In this way, grades will be a clearer indication of what students have learned, not simply a measure of how much work they can turn in or how hard they might try in class. Learning is the indicator of success.
The details, however, are sinister:
- No extra credit
- No grade penalty for late work
- No midterms or final exams
- The lowest possible grade is now 50% (in order to promote grading “equity”)
- Missing assignments will be noted but will not receive a “0” grade
- Students will be allowed unlimited grade do-overs, known as “reassessments”
- “Reassessment” grades will supplant original grades, if higher
Principal Irizarry will utilize these underhanded techniques to conceal Charlottesville High School’s vast, perpetual achievement gap between white and black students
For the latest school-year data available, CHS black students trailed CHS white students by:
- 28 points (67 to 95) in English Reading Performance
- 51 points (22 to 73) in Mathematics Performance
- 60 points (27 to 87) in Science Performance
- 19 points (80 to 99) in English Writing Performance
- 35 points (58 to 93) in History Performance
- 44 points (37 to 81) in receipt of Advanced Diplomas
The probably life-outcomes indicated by these racial achievement differences at Charlottesville High School are significant and generally predictable.
Instead of admitting failure in properly educating this large subgroup of students, CHS administration is doubling-down on dumbing-down. Hoping no one will notice that the coming statistical uptick in achievement and narrowing of demographic disparities is a result of administrative manipulation, duplicitous education bureaucrats will claim victory.
As a result of this institutional trickery, Charlottesville High School students will be less prepared for life, less successful in their pursuits, less confident in their endeavors, less knowledgeable in virtually every subject—and ultimately, more dependent on government. But they will have better scores!