San Francisco's "Equity Grading" Is an Example of Why Schools Need to Purge Equity from Teaching

Late last month, San Francisco Unified School District (SFUSD) Superintendent Maria Su publicized that the SFUSD was going to start using "equitable grading." You can read the SFUSD proposal for yourself, but SFUSD was looking to remove such traditional metrics as homework completion, class participation, and attendance in favor of summative assessments focused on "learning mastery," whatever that means. In addition, SFUSD proposed lowering the grading where an 80% was an A and a 41% a C. Popularized by author Joe Feldman, the purpose of "equitable grading" is to not have students be compliant automatons, but able to show critical thinking and deep understanding. Although San Francisco is an exceptionally Left-leaning city, the framework was yanked before it even began due to the political pressure.

For those of us who are not woke and attribute every disparity to racism and discrimination, it becomes clear as to why "equitable grading" is not a good idea. As the above implies, "equitable grading" incentivizes students to do the minimum required. To quote analysts over at the Fordham Institute, "Ability and behavior go hand in hand in determining success, which is probably why course grade point average has historically been such a powerful predictor of later success." 

The analysts also pointed out how there is ample evidence to show that not grading homework or allowing for unlimited test retakes does not work (e.g., Tyner and Petrilli, 2018; Lichtman-Sadot, 2016; Barua and Vidal-Fernandez, 2014; Vidal-Fernandez, 2011). Another working paper shows that more lenient grading resulted in higher GPAs, but did not translate into better student achievement or attendance (Bowden et al., 2023). To quote the Fordham Institute again, "Moreover, there is not an iota of evidence that reforms making grading more lenient benefit students in the long run." 

This idea hardly floors me. The fact that rewards and punishment are consequences of human behavior that shapes human action is an essential part of behavioral sciences. In 2018, I analyzed the high college dropout rate and illustrated how academic preparedness in high school was a strong predictor of whether a college student would drop out. After all, if you do not show the ability or motivation to show up and put in the effort as a child, there is a good chance that it will be difficult for you to do so as you get older. Deadlines are shown to accelerate a child's developmental process in their executive skills (Dawson, 2021) and "grades are shown as an effective means of motivating students (e.g., Gershenson et al., 2022; Gershenson, 2020; Docan, 2006; Figlio and Lucas, 2004; Betts and Grogger, 2003)." Watering down expectations to the point of reducing motivation and accountability harms the students that the "equity grading" was meant to help in the first place. 

I bring this topic up because SFUSD is not the first major school district to try this inanity. Due to the COVID-era school closures and their deleterious effects on achievement levels and student attendance that still persist, other such school districts as San Diego and Montgomery County, Maryland. While I understand teachers and principals trying to find ways to rectify the situation, equitable grading is not the way to go about it, as previously illustrated. What is more is that grading is not the only facet of K-12 education that this equity nonsense has reared its ugly head. 

I have criticized removing honors classes, the time when the state of Oregon suspended its basic skills requirement, and the insidious critical race theory that perpetuates racism. Knowledge and skills gained through education are a major predictor of one's wellbeing and quality of life as an adult. To allow for equity to come in and the quality of education in the United States is not only a threat to the individual students, but also the vitality of the United States to the point one could argue that equity is a national security threat. Moments like San Francisco's equity grading show us that woke influences are still with us. If we truly want to make education great again, we need to replace the mediocrity, laxness, and catering of feelings so prominent with the equity crowd by embracing academic rigor and valuing effort and good conduct once more. Otherwise, equity will continue to steamroll the U.S. education system.