Alexander Praises Efforts to Reform Title IX
Independent Women’s Forum | Blog | June 4, 2018 Senator Lamar Alexander (R-TN), who chairs the Senate Committee on Education, last week expressed support for Education Secretary Betsy DeVos’s effort to reform the way that Title IX is enforced. Title IX of the...How Title IX Became an Ideological Battering Ram
The Boston Globe | Op-Ed | May 28, 2018 Do we really need to litigate every school dress code in federal court? The ACLU and the National Women’s Law Center think so. They argue that rules against inappropriate attire perpetuate “gender stereotypes” in violation...What Does the Future Hold for New York’s Columbus Statue?
The National Review | February 1, 2018 It may remain up for now, but the Left is playing the long game. It looks like Christopher Columbus can stay put. For now. Earlier this month, New York City’s Advisory Commission on City Art, Monuments, and Markers...The War on Grades Deserves to Fail
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 student will be able to do by year’s end. Teachers expect most students to be “progressing” toward the standard on their first report and then to have “met” the standard on their last.