Wall Street Journal | Jan. 29, 2018 As the postmodern takeover of American education nears completion, the practice of assessing student performance with letter grades is under attack. Education disrupters claim grades and GPAs create an unfair academic hierarchy and put undue pressure on high-achieving students, leaving the rest mired in low self-esteem. Combine these objections with the political insistence that all students graduate “college ready” and armed with “21st-century skills,” and a revolution in assessment is well under way. Many elementary-school teachers years ago abandoned letter grades in reading, writing and arithmetic. Instead they write progress reports that assess, on a scale of 1-3 (or 1-4), the student’s proficiency in various skills. The reports typically indicate whether the student has achieved competency, is “progressing” toward competency, or has not made progress. This type of “standards-based grading” (as it is called) represents more than a change in nomenclature. Whereas letter grades (or numeric percentages) measure the work a student has completed, the new system is concerned primarily with what the Read More
Schools must be better secured, laws must be better implemented, some parents of troubled youth must be better aware, lessons must be better learned & the true causes of tragedy must be better IDed based on reality not emotions or polling. Prayers are important. So are solutions.