People on the other side of the political spectrum have been saying this for years! Why not balance your article and talk about the far more abundant fake news coming from the left. Personally I don’t like either! But both sides should be recognized if you’re going to do a report like this. Unless of course you have your own bias, in that case you should let the reader know up front.
Wow, to me I see a lib hitting back when they see it happening to them. Never mind that the FBI is treating parents like the enemy, or the Soros funded organizations that have turned our Cities into cesspools of crime and death. Guess we are living in a time where different groups are trying to get the upper hand. This might be a fake story gone viral, but based on the kids that schools and colleges are turning out, it probably isn’t too far from the truth!
It is in the agenda posted online for the May 26th meeting. Clearly stated that this has been implemented.
'Many OPRFHS teachers are successfully exploring and implementing more equitable grading practices such as utilizing aspects of competency-based grading, eliminating zeros from the grade book, and encouraging and rewarding growth over time'
How does this jibe with the claims of "fake story" and the snippy blow-off of a pretty radical grading policy by Moynihan?
Really makes me wonder why the Chicago media wants to squash this story so much.
Because I don't. I am not playing your Alinksy games.
The basic premise of this post is BS. They really do have a peculiar grading scheme going on here. The author wants to deny it even exists. He is, of course, lying or obscuring the truth.
What is it about this system that the media is so afraid of? What happens if everyone knows about it?
I wonder if you actually have a student at OPRF HS? If you do, you'd surely already know the grading criteria, and if you're so anxious for it to be known here, could surely share it with us all. But then I also wonder, if you DON"T have a student there, why you are so concerned about what is discussed in their school board meetings?
The quote you share above is also referenced in the article, and apart from being exactly the opposite of denied, it in no way "proves" anything about existing or pending policy related to race, which is what the LGIS "news" service claims it does. You are blustering and blathering and sound completely nonsensical.
Let me put an end to your wonder. I do not. I just read the weird story that Moynihan got syndicated in Crain's and thought 'methinks he protests too much'
Sure enough, I was right. The West Cook story needed another edit, but indeed, OPRF has an obnoxious grading policy going on.
It is sort of where the Alinsky method of *blatantly lying* falls down. I can read some nitwitted analysis like the one above, throwing around terms like 'pink slime' to try and stick it to anyone who wants to get at the truth, but don't have to take the author at his word. The internet, and the Open Meetings Act, has changed a lot of that. I can read the source documents and sum up, yeah, what a stupid grading policy.
It doesn't matter that the incumbent media doesn't like it, and wants to spin it another way. Just shows how useless and pathetic they are, trying to obscure the actual facts that get in the way of their agenda.
Points taken. Thanks for the context. W/ the understanding that no formal policy change has been enacted, I'm a little confused as to what, "...teachers are successfully exploring and implementing more equitable grading practices such as: utilizing aspects of competency-based grading, eliminating zeros from the grade book, and encouraging and rewarding growth over time," actually means in practice. What *precisely* is being explored and implemented? I'm curious to learn more about this issue :)
competency-based grading: grading based on the students level with completion of the curriculum in mind, rather than as a single unit for the entire class/grade
eliminating zeros from the grade book: it may sound silly but lots of behavior-based policy does; and re-framing the conversation from 'you didnt do this so you get credit, but for 0%' vs, 'you didn't complete it, so it will appear that way when determining your grade' can do a lot for both increasing work completion % and giving students grades based on the aptitude of the work they do, rather than mess with their average scores based on a '0' for incomplete work. if you fail to do a project at work, it doesnt drag down the performance of your other projects, but you better believe your boss wont forget it at an evaluation.
'encouraging and rewarding growth' seems like the easiest: instead of telling a student, 'tough shit, you were a bad student in september and your grade will suffer' only encourages worse behavior in december. telling a kid 'you are on your way to a D in this class', and seeing improvement over the course of the period should be a pathway to an A, not to a C.
i've also never heard of these strategies before, but its pretty obvious that small behavioral changes are a proper, incremental way to test, observe and understand what works best before implementing policy long-term; thats how we avoid hysterics calling for nationwide equally-curved grades so that white people dont get upset.
What they are going to do is not require anyone to do homework or show up for class, in essence, and you will still be able to pass the class as long as you can show that you are "proficient" in the material. Basically abandoning any effort at teaching accountability and responsibility. Good luck local employers hiring these kids in the future!
I don't think the goal is that nefarious. The details here are far too sparse to make bold sweeping assumptions- but I like to believe that most people in the world (especially teachers) are trying to make a positive impact. In this case, short of a grand conspiracy involving every educator in the U.S. acting maliciously to turn kids into poor workers there is no reason to think that educators are only there to give everyone a trophy.
For example, If you start the semester with three zeros on assignments, why would you try? So you can maybe work up to a D if you're lucky?
Instead, this is very likely about giving kids who have fallen behind an incentive and path to actually try to catch up instead of constantly basing performance reviews on early mistakes. This happens all the time in the workplace with new hires both young and old.
I live in the community in question. I had a child just graduate from the high school in question (thankfully, we are done). While the article is a misrepresentation of what they are trying to do, what I said is exactly what they are going to try to do. I know people in the community who have been working with the school on stuff like this. The school has already dumped "honors" (think actual college prep) classes (outside of math) for the first year for the incoming freshmen next school year. Everyone, allegedly, will take "honors" English, etc. We all know they are just going to dumb everything down. I know locals who are educators elsewhere who are moving their kids out of the high school. The irony is the article is wrong, but a "woke mob" is running the school and they are running amuck.
Ah, so no example of an actual policy outside from less honors classes (which could be any number of reasons). And combined with “but we thought it was real. What does that say about you?!” Try to be less reactionary. Good luck
I actually live here and follow what is going on at the HS, as opposed to you, jackass., so I know why they claim they are "canceling" the honors courses for incoming freshman. (They claim they want to see what EVERYONE can do in "honors" classes instead of relying on middle school teacher recommendations, placement tests, and parents advocating for their kids.) They are currently studying the grading issue (which was reiterated in another D200 email today). The study is where the fake news website got the PowerPoint slide which concerns this particular issue. The context was a presentation claiming that grading penalties for attendance and missed homework assignments disproportionately negatively impact minority students. The article, wrongly, claims the plan is minority students will now get "a pass" for attendance and missed homework and be graded differently than other students. However, even this district realizes they cannot do that, so the plan they are considering is that EVERYONE will get a pass for missed classes and homework.
As I said, my last kid is done there. I am not getting a leg up on anyone at this point. I do have an older one who graduated from there. School was not his thing. Getting to his job on time isn't his thing now either. Once we get to the point where employers of low skilled workers are no longer happy just to have a warm body show up for work whenever, he is going to have some major issues. I see where this is all heading since I speak with employers on a daily basis for my own job. AI/automation is going to displace as many low skilled jobs as employers can displace because they do not want to deal with crappy employees.
As for you presuming what my goals are: I was part of the elementary school PTO for many years and, unsuccessfully, fought to try and bring in tutors for the kids the school knew were "behind." Was told that was too much work and effort. Looks like it is far easier just to dumb things down. It is one way to not leave a child behind.
Crappy employees do not help on automation. But you are right automation was occurring before stuff like this, especially in Chicago due to the increased minimum wage, paid sick leave, and scheduling ordinances. The McDonald's at Clark and Monroe near my office went from 15 cashiers and order gatherers at a time to 5 kiosks and 2 cashiers/order gatherers in the span of a year a couple of years ago (I go there maybe once a year). My point is that stuff like this is going to help tip the scales for those "on the bubble."
I am all for doing what we can do to end the "gap" (and tried to work towards that when I was a local PTO member/officer). I am just skeptical that this is the route to go. In the work world, part of being capable includes showing up on time.
I thank you for your work as an educator. You are unfairly stuck trying to resolve many of society's ills. It is not an easy job.
There needs to be a conversation about education. Where we are. Where we want to go. How we are going to get there. We cannot have a conversation where we do not listen to everyone involved.
I don't think we want to produce unthinking adults who will only do what they are told anymore than we want to produce people who will not listen to instruction; in some jobs failure to listen and follow the procedures leads to injuries. Some A students are clueless will some C students are bright but unable to get work completed on time for a variety of reasons. I get that not turning work in on time can be out of the control of the student's hands. But in the real world there are consequences for not getting work done on time. Not being able to get work in on time should not ensure failure, but it should not be a path to an A either.
I wish you the best of luck and encourage you to enable students to be critical thinkers.
Responding w/ civility, directly addressing the question, and thoughtfully organizing your ideas. Love it! :)
Full disclosure, before diving into this specific event, I generally think it's a "bad" (re: unproductive, ineffective, unhelpful) strategy to remove (re: substantially alter to the point of effectively removing) grading criteria from educational systems. Having said that, there is assuredly room for nuance in rigorously defining, creating, and implementing education policy.
As a brief aside, my broad perspective is that the deeper challenge in US education is two-fold: 1) Our kids are falling behind in measurable knowledge performance when compared to other developed nations, and 2) There is a glaring disparity in academic performance when viewed through the lens of race. (I haven't recently investigated this second point, but I'm fairly certain it's the current consensus.)
I don't believe those two points are contentious statements, right? So, what to do? I certainly don't sense my grasp of educational philosophy/child psychology is adequate enough to provide *the* answer - I'm spitballing alongside you all - but I do have a few thoughts.
I often find defining desired end-states helpful in grappling w/ complex issues. Do we (the US) have an agreed upon end goal? Maybe, "Provide world-class education to *all* Americans," fits? Lofty goal, but this is the United States. We should always set a high-bar for ourselves! (The highest bar?) :) If this seems like an acceptable goal, I think we can brainstorm/debate from there.
Back to the instance at-hand. Speaking from the lens of national education, our kids' external environments (outside of the classroom) undoubtedly influence their performance at school. That's not an insignificant variable. W/ that said, I think it would be a better policy to identify those struggling students (for whatever reason) and have a range of interventions at our disposal to provide additional support. Additional support = How do we get this knowledge into brains; comprehensive psychological support should come from other avenues outside of education (family, local community, clinicians, religious organizations [if applicable]). As you've explained, maybe the constant reminder that you're a "D" student isn't the most efficacious mechanism for incentivizing young developing minds, whom are potentially experiencing overwhelming environmental factors, to "get this knowledge into their brains". Concur. Where I think we might differ is that - in this current moment in societal evolution - I believe grade scores are a foundational and necessary tool for measuring knowledge attainment. Correct me if I've misinterpreted your view, but what I believe you're saying in principle is that, "The education system isn't working for *all* children, so we should significantly alter the current system for *all* children". In general, it seems unwise to pursue policy that removes/inhibits our ability to measure knowledge retention (and critical thinking associated w/ that knowledge).
Again, should we be creative w/ kids who are struggling? Absolutely! Should we, as a society, be conscious of and curious toward exploring the psychological impacts of grading on developing minds? Of course. Maybe "grades" don't begin until high school(?); however, we do need to agree on that timeline, and understand how it impacts the broader institutions of knowledge building (universities). If there are no objective measurements of academic performance, how do universities compete for talent?
In short, I'm trying to say that we should always be pleased w/ high academic performance in those who demonstrate it (That's a good thing!), *but* we are significantly limiting the pace of global human progress by not moving heaven and Earth to raise the knowledge bar for *all* American children. More simply, we're not playing as a team, and frankly, that pisses me off. Species-level thinking!!! :)
If the changes you've so helpfully outlined were vectored toward populations that were/are struggling w/ knowledge attainment under the current system, I'd be way more open to exploring those possibilities. Although, for what it's worth, my instincts tell me the chief influencer contributing to this educational disparity isn't grading, but rather environmental factors outside the classroom. That doesn't mean that educators can't do anything (I reject that thinking!), but that educators are limited in their ability to fix the entire knowledge attainment problem-set.
Always open to changing my mind as new and improved ideas come along. Thanks for the intellectually stimulating dialogue! :)
This article is a blatant example of bias. Why only focus on conservative outlets? What about the big ones such as MSNBC, CNN, NPR, AP and others such as our local paper which interprets everything from the left’s perspective. It’s happening on both sides of the political spectrum, so why don’t you recognize that? Also, for an honest “history of plagiarism and fabrication” you might want to look at President Biden’s track record.
I think as Sheryl Sandberg leaves Facebook, it's clear what the truth has become in America and how we got here. When platforms give power to a one percent, how can misinformation and bias not result? Reality by its very definition is some kind of consensus of all points of view.
That's not to say that GPT-4 won't automate most content online, of course.
Remember there's a long US history of politicians buying/owning newspapers and spinning the news as they see fit. There was just (formerly) a profit to be made in opposing voices in local newspapers -- paid for by (now-free) online classified ads. The LGIS is filling a void using offshore Filipino journalists and designers and delivering copies of these newspapers to every registered voter's mailbox -- for a fee. Read about the rise of West Cook News here: https://chronicleillinois.com/news/cook-county-news/new-weekly-newspaper-mailers-part-of-gop-super-pac-strategy-in-west-cook-county/
This is an excellent working example of the conservative media machine. I understand that without detailed research about local conservative media bias I am falling into the same trap of believing that this is "not only true but typical". However, it does not seem like a stretch to say that local media has become so unprofitable as to effectively not truly exist in an age where scale and virality are king.
I am not sure how it is to be done, but as a society we need to find a way to value and incentivize the curation of (expensive) accurate information over cheap misinformation. The "free" nature and ad based model of the internet are making that an increasingly difficult ask.
Here's a local news story by a reporter who was physically at the meeting. (I also am parent of two OPRFHS grads). https://www.oakpark.com/2022/06/03/oprf-responds-to-fake-news-story/
People on the other side of the political spectrum have been saying this for years! Why not balance your article and talk about the far more abundant fake news coming from the left. Personally I don’t like either! But both sides should be recognized if you’re going to do a report like this. Unless of course you have your own bias, in that case you should let the reader know up front.
Wow, to me I see a lib hitting back when they see it happening to them. Never mind that the FBI is treating parents like the enemy, or the Soros funded organizations that have turned our Cities into cesspools of crime and death. Guess we are living in a time where different groups are trying to get the upper hand. This might be a fake story gone viral, but based on the kids that schools and colleges are turning out, it probably isn’t too far from the truth!
Wait - so you are saying that the powerpoint slide deck is REAL, but the whole story is FAKE? Talk about burying the lede.
Have you considered actually reading the OPRF Board meeting minutes before making the bold declaration that this is "fake" news?
Of course not. That would mean that less pontificating and more analysis.
Try reading the article before projecting.
It is a fake story.
The minutes wouldn't be available until the next board meeting...a month later.
Hi Jean,
It is in the agenda posted online for the May 26th meeting. Clearly stated that this has been implemented.
'Many OPRFHS teachers are successfully exploring and implementing more equitable grading practices such as utilizing aspects of competency-based grading, eliminating zeros from the grade book, and encouraging and rewarding growth over time'
How does this jibe with the claims of "fake story" and the snippy blow-off of a pretty radical grading policy by Moynihan?
Really makes me wonder why the Chicago media wants to squash this story so much.
Rgds
John (friend of Mike's)
And that quote is in the article. You should read it.
Anyway, why do you oppose a more equitable grading system, anyway?
Because I don't. I am not playing your Alinksy games.
The basic premise of this post is BS. They really do have a peculiar grading scheme going on here. The author wants to deny it even exists. He is, of course, lying or obscuring the truth.
What is it about this system that the media is so afraid of? What happens if everyone knows about it?
Grading based on competency is not radical at all.
Whatever you say. But just a few minutes ago, the claim was this never happened at all.
Seems odd. Why not just publish what actually the grading criteria is and let it be discussed like adults, rather than the full blown denial?
I wonder if you actually have a student at OPRF HS? If you do, you'd surely already know the grading criteria, and if you're so anxious for it to be known here, could surely share it with us all. But then I also wonder, if you DON"T have a student there, why you are so concerned about what is discussed in their school board meetings?
The quote you share above is also referenced in the article, and apart from being exactly the opposite of denied, it in no way "proves" anything about existing or pending policy related to race, which is what the LGIS "news" service claims it does. You are blustering and blathering and sound completely nonsensical.
Let me put an end to your wonder. I do not. I just read the weird story that Moynihan got syndicated in Crain's and thought 'methinks he protests too much'
Sure enough, I was right. The West Cook story needed another edit, but indeed, OPRF has an obnoxious grading policy going on.
It is sort of where the Alinsky method of *blatantly lying* falls down. I can read some nitwitted analysis like the one above, throwing around terms like 'pink slime' to try and stick it to anyone who wants to get at the truth, but don't have to take the author at his word. The internet, and the Open Meetings Act, has changed a lot of that. I can read the source documents and sum up, yeah, what a stupid grading policy.
It doesn't matter that the incumbent media doesn't like it, and wants to spin it another way. Just shows how useless and pathetic they are, trying to obscure the actual facts that get in the way of their agenda.
Out of curiosity, what exactly do you think "equitable" grading schemes are?
By definition, "Fair and impartial."
It shouldn't be news to want to grade students this way.
By definition, unfair and partial. Equitable and equal are not interchangeable terms.
Points taken. Thanks for the context. W/ the understanding that no formal policy change has been enacted, I'm a little confused as to what, "...teachers are successfully exploring and implementing more equitable grading practices such as: utilizing aspects of competency-based grading, eliminating zeros from the grade book, and encouraging and rewarding growth over time," actually means in practice. What *precisely* is being explored and implemented? I'm curious to learn more about this issue :)
i mean, context is king here.
competency-based grading: grading based on the students level with completion of the curriculum in mind, rather than as a single unit for the entire class/grade
eliminating zeros from the grade book: it may sound silly but lots of behavior-based policy does; and re-framing the conversation from 'you didnt do this so you get credit, but for 0%' vs, 'you didn't complete it, so it will appear that way when determining your grade' can do a lot for both increasing work completion % and giving students grades based on the aptitude of the work they do, rather than mess with their average scores based on a '0' for incomplete work. if you fail to do a project at work, it doesnt drag down the performance of your other projects, but you better believe your boss wont forget it at an evaluation.
'encouraging and rewarding growth' seems like the easiest: instead of telling a student, 'tough shit, you were a bad student in september and your grade will suffer' only encourages worse behavior in december. telling a kid 'you are on your way to a D in this class', and seeing improvement over the course of the period should be a pathway to an A, not to a C.
i've also never heard of these strategies before, but its pretty obvious that small behavioral changes are a proper, incremental way to test, observe and understand what works best before implementing policy long-term; thats how we avoid hysterics calling for nationwide equally-curved grades so that white people dont get upset.
What they are going to do is not require anyone to do homework or show up for class, in essence, and you will still be able to pass the class as long as you can show that you are "proficient" in the material. Basically abandoning any effort at teaching accountability and responsibility. Good luck local employers hiring these kids in the future!
I don't think the goal is that nefarious. The details here are far too sparse to make bold sweeping assumptions- but I like to believe that most people in the world (especially teachers) are trying to make a positive impact. In this case, short of a grand conspiracy involving every educator in the U.S. acting maliciously to turn kids into poor workers there is no reason to think that educators are only there to give everyone a trophy.
For example, If you start the semester with three zeros on assignments, why would you try? So you can maybe work up to a D if you're lucky?
Instead, this is very likely about giving kids who have fallen behind an incentive and path to actually try to catch up instead of constantly basing performance reviews on early mistakes. This happens all the time in the workplace with new hires both young and old.
I live in the community in question. I had a child just graduate from the high school in question (thankfully, we are done). While the article is a misrepresentation of what they are trying to do, what I said is exactly what they are going to try to do. I know people in the community who have been working with the school on stuff like this. The school has already dumped "honors" (think actual college prep) classes (outside of math) for the first year for the incoming freshmen next school year. Everyone, allegedly, will take "honors" English, etc. We all know they are just going to dumb everything down. I know locals who are educators elsewhere who are moving their kids out of the high school. The irony is the article is wrong, but a "woke mob" is running the school and they are running amuck.
Ah, so no example of an actual policy outside from less honors classes (which could be any number of reasons). And combined with “but we thought it was real. What does that say about you?!” Try to be less reactionary. Good luck
I actually live here and follow what is going on at the HS, as opposed to you, jackass., so I know why they claim they are "canceling" the honors courses for incoming freshman. (They claim they want to see what EVERYONE can do in "honors" classes instead of relying on middle school teacher recommendations, placement tests, and parents advocating for their kids.) They are currently studying the grading issue (which was reiterated in another D200 email today). The study is where the fake news website got the PowerPoint slide which concerns this particular issue. The context was a presentation claiming that grading penalties for attendance and missed homework assignments disproportionately negatively impact minority students. The article, wrongly, claims the plan is minority students will now get "a pass" for attendance and missed homework and be graded differently than other students. However, even this district realizes they cannot do that, so the plan they are considering is that EVERYONE will get a pass for missed classes and homework.
As I said, my last kid is done there. I am not getting a leg up on anyone at this point. I do have an older one who graduated from there. School was not his thing. Getting to his job on time isn't his thing now either. Once we get to the point where employers of low skilled workers are no longer happy just to have a warm body show up for work whenever, he is going to have some major issues. I see where this is all heading since I speak with employers on a daily basis for my own job. AI/automation is going to displace as many low skilled jobs as employers can displace because they do not want to deal with crappy employees.
As for you presuming what my goals are: I was part of the elementary school PTO for many years and, unsuccessfully, fought to try and bring in tutors for the kids the school knew were "behind." Was told that was too much work and effort. Looks like it is far easier just to dumb things down. It is one way to not leave a child behind.
Crappy employees do not help on automation. But you are right automation was occurring before stuff like this, especially in Chicago due to the increased minimum wage, paid sick leave, and scheduling ordinances. The McDonald's at Clark and Monroe near my office went from 15 cashiers and order gatherers at a time to 5 kiosks and 2 cashiers/order gatherers in the span of a year a couple of years ago (I go there maybe once a year). My point is that stuff like this is going to help tip the scales for those "on the bubble."
I am all for doing what we can do to end the "gap" (and tried to work towards that when I was a local PTO member/officer). I am just skeptical that this is the route to go. In the work world, part of being capable includes showing up on time.
I thank you for your work as an educator. You are unfairly stuck trying to resolve many of society's ills. It is not an easy job.
There needs to be a conversation about education. Where we are. Where we want to go. How we are going to get there. We cannot have a conversation where we do not listen to everyone involved.
I don't think we want to produce unthinking adults who will only do what they are told anymore than we want to produce people who will not listen to instruction; in some jobs failure to listen and follow the procedures leads to injuries. Some A students are clueless will some C students are bright but unable to get work completed on time for a variety of reasons. I get that not turning work in on time can be out of the control of the student's hands. But in the real world there are consequences for not getting work done on time. Not being able to get work in on time should not ensure failure, but it should not be a path to an A either.
I wish you the best of luck and encourage you to enable students to be critical thinkers.
Responding w/ civility, directly addressing the question, and thoughtfully organizing your ideas. Love it! :)
Full disclosure, before diving into this specific event, I generally think it's a "bad" (re: unproductive, ineffective, unhelpful) strategy to remove (re: substantially alter to the point of effectively removing) grading criteria from educational systems. Having said that, there is assuredly room for nuance in rigorously defining, creating, and implementing education policy.
As a brief aside, my broad perspective is that the deeper challenge in US education is two-fold: 1) Our kids are falling behind in measurable knowledge performance when compared to other developed nations, and 2) There is a glaring disparity in academic performance when viewed through the lens of race. (I haven't recently investigated this second point, but I'm fairly certain it's the current consensus.)
I don't believe those two points are contentious statements, right? So, what to do? I certainly don't sense my grasp of educational philosophy/child psychology is adequate enough to provide *the* answer - I'm spitballing alongside you all - but I do have a few thoughts.
I often find defining desired end-states helpful in grappling w/ complex issues. Do we (the US) have an agreed upon end goal? Maybe, "Provide world-class education to *all* Americans," fits? Lofty goal, but this is the United States. We should always set a high-bar for ourselves! (The highest bar?) :) If this seems like an acceptable goal, I think we can brainstorm/debate from there.
Back to the instance at-hand. Speaking from the lens of national education, our kids' external environments (outside of the classroom) undoubtedly influence their performance at school. That's not an insignificant variable. W/ that said, I think it would be a better policy to identify those struggling students (for whatever reason) and have a range of interventions at our disposal to provide additional support. Additional support = How do we get this knowledge into brains; comprehensive psychological support should come from other avenues outside of education (family, local community, clinicians, religious organizations [if applicable]). As you've explained, maybe the constant reminder that you're a "D" student isn't the most efficacious mechanism for incentivizing young developing minds, whom are potentially experiencing overwhelming environmental factors, to "get this knowledge into their brains". Concur. Where I think we might differ is that - in this current moment in societal evolution - I believe grade scores are a foundational and necessary tool for measuring knowledge attainment. Correct me if I've misinterpreted your view, but what I believe you're saying in principle is that, "The education system isn't working for *all* children, so we should significantly alter the current system for *all* children". In general, it seems unwise to pursue policy that removes/inhibits our ability to measure knowledge retention (and critical thinking associated w/ that knowledge).
Again, should we be creative w/ kids who are struggling? Absolutely! Should we, as a society, be conscious of and curious toward exploring the psychological impacts of grading on developing minds? Of course. Maybe "grades" don't begin until high school(?); however, we do need to agree on that timeline, and understand how it impacts the broader institutions of knowledge building (universities). If there are no objective measurements of academic performance, how do universities compete for talent?
In short, I'm trying to say that we should always be pleased w/ high academic performance in those who demonstrate it (That's a good thing!), *but* we are significantly limiting the pace of global human progress by not moving heaven and Earth to raise the knowledge bar for *all* American children. More simply, we're not playing as a team, and frankly, that pisses me off. Species-level thinking!!! :)
If the changes you've so helpfully outlined were vectored toward populations that were/are struggling w/ knowledge attainment under the current system, I'd be way more open to exploring those possibilities. Although, for what it's worth, my instincts tell me the chief influencer contributing to this educational disparity isn't grading, but rather environmental factors outside the classroom. That doesn't mean that educators can't do anything (I reject that thinking!), but that educators are limited in their ability to fix the entire knowledge attainment problem-set.
Always open to changing my mind as new and improved ideas come along. Thanks for the intellectually stimulating dialogue! :)
This article is a blatant example of bias. Why only focus on conservative outlets? What about the big ones such as MSNBC, CNN, NPR, AP and others such as our local paper which interprets everything from the left’s perspective. It’s happening on both sides of the political spectrum, so why don’t you recognize that? Also, for an honest “history of plagiarism and fabrication” you might want to look at President Biden’s track record.
I think as Sheryl Sandberg leaves Facebook, it's clear what the truth has become in America and how we got here. When platforms give power to a one percent, how can misinformation and bias not result? Reality by its very definition is some kind of consensus of all points of view.
That's not to say that GPT-4 won't automate most content online, of course.
The article that made the claim originally did not publish the grading criteria, so I would take that up with them. Thanks!
Remember there's a long US history of politicians buying/owning newspapers and spinning the news as they see fit. There was just (formerly) a profit to be made in opposing voices in local newspapers -- paid for by (now-free) online classified ads. The LGIS is filling a void using offshore Filipino journalists and designers and delivering copies of these newspapers to every registered voter's mailbox -- for a fee. Read about the rise of West Cook News here: https://chronicleillinois.com/news/cook-county-news/new-weekly-newspaper-mailers-part-of-gop-super-pac-strategy-in-west-cook-county/
This is an excellent working example of the conservative media machine. I understand that without detailed research about local conservative media bias I am falling into the same trap of believing that this is "not only true but typical". However, it does not seem like a stretch to say that local media has become so unprofitable as to effectively not truly exist in an age where scale and virality are king.
I am not sure how it is to be done, but as a society we need to find a way to value and incentivize the curation of (expensive) accurate information over cheap misinformation. The "free" nature and ad based model of the internet are making that an increasingly difficult ask.