Last week, the Oregon Board of Education unanimously voted to remove its basic skills requirement to graduate high school. Prior to 2020, Oregonian high school students had to prove proficiency in mathematics, reading, and writing either through standardize testing or assignments recognized as the equivalent (e.g., work samples), in order to graduate. If students could not pass the standardized test or work sample, they would need to take extra writing and math classes during their senior year.
In 2020, the state of Oregon suspending the standardized testing due to the pandemic. Although the pandemic has been over for a while, the Oregon Department of Education has decided to extend this suspension until the 2028-29 school year. Why? Because the Department claims that the requirement is unfair to historically marginalized students.
I decided to take a look at the student assessment results data from Oregon's Department of Education. I looked at the 2018-19 school year, the last year before the state got rid of the graduation requirement. Let's use the mathematics results. What percent of students were considered proficient [at Level 3 or 4] in mathematics? 32.1 percent of students. Yes, it inconvenienced 89.1 percent of Black students and 80.7 percent of Latino students. However, it also inconvenienced 44.2 percent of Asians and 63.7 percent of white students.
The fact that most students generally are not deemed proficient shows that it does not exclusively create a hurdle for historically marginalized students, thereby undermining the argument. Also, another aspect that undermines the argument. If the requirements were racist now, how would they be less racist in 2028? If they were truly racist, why not simply eliminate them?
Let's ask another question. By removing the requirement on these grounds, what sort of message are you sending? That minority students are incapable of learning? It is a soft bigotry of low expectations. Of course, these same people would plausibly argue that Asian-Americans are merely "white-adjacent," even though Asians have a history of being marginalized in the United States. It is convenient for these educators to ignore Asian-Americans because they have, on average, become successful in spite of adversity. The Asian-American success story goes against the narrative of the "oppressed minority."
How does removing this basic skills requirement help historically marginalized students? It does not help incentivize students learn better. If the Oregon Department of Education were serious about helping minority students, they would direct resources and supports to help disadvantaged students, not discount a neutral yardstick that measures proficiency.
If a high school student cannot demonstrate even a partial understanding of the basics in math, English, and writing, what is the likelihood that would succeed in college? As I pointed out a few years back when discussing dropout rates, academic preparation is a major indicator of academic success. Allowing 11th grade students to continue on to 12th grade without additional intervention is irresponsible. Eliminating such a requirement is a tacit admission that public schools are failing their students. Plus, school districts in California, Michigan, and New York cut academic standards. Surprise, surprise, it did not result in better academic outcomes for their students.
Snopes pointed out that Oregon statute de jure requires that students earn three credits in math; four in English; three in the natural sciences; and three in the social sciences. Even acknowledging this statute, there are still two issues. One issue is that of grade inflation. While grade inflation started as a phenomenon in the 1970s, it really took off in 2016 (Hechinger Report). More pervasive grade inflation means that using school credits is inadequate as a substitute for a basic skills requirement.
The second issue has to do with what the Oregon Department of Education is contemplating. In lieu of the traditional "A to F" grading scale, the Department is considering the implementation of "equitable grading." What "equitable grading" means varies by district. Some commonalities entail avoiding zeros on the 0-100 scale; giving a minimum score of 50; letting students retake grades to replace former grades; no late points take off; feedback remarks as grades as opposed as to numbers on a scale; and making consequences related to cheating not connected to grades.
The goal is to try to make education more accessible to those who struggle. Looking at the implications of such a system, however, it means that a student cannot flunk for cheating or get a zero for not showing up. Rather than ensuring that students have the proper resources, it means either giving the same or trying to give as similar of a grade as possible, which is implied in the phrase "close the achievement gap." As we see with the Los Angeles case study, the widening gap between grades and actual academic performance show the perils of "equitable grading."
What should be rewarded? Effort and ability, not failure or laziness. Oregon had put these standards into place in 2008 so Oregonian secondary education did not turn into a participation trophy. Yet that is what an Oregon high school diploma is becoming. It is not only Oregon that is in the process of watering down its education standards. As I pointed out in 2021 when I criticized critical race theory, school districts are findings ways to lower standards in education: removing homework, eliminating the use of quizzes, arguing that mathematics is a form of white supremacy. Earlier this year, a high school in California eliminated honors classes using "equity" as an argument.
We have to restore our education system to one where educational achievement is more important than hurt feelings. Having standards should be more important than assuming people are "fine just the way they are." Education should be about learning and growth, not propping up a false sense of self-esteem that does nothing to serve high school students down the road. Until our educators realize those salient points, the U.S. education system will continue to slip towards mediocrity.
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