LAUSD analysis: Trivializing achievement standards won’t fix learning gaps

Former classroom teacher Larry Sand examines California’s academic achievement crisis and the Los Angeles Unified School District’s (LAUSD) laughable roadmap to correct it. Since 2021, the LAUSD doesn’t penalize absences, late work, inadequate engagement, or inappropriate behavior. Additionally, Sand critiques the California Department of Education’s highly deprecated “Mathematics Framework,” where getting the right answer isn’t as important as learning social justice dogma.

So, the question becomes, what can we do to right the ship? Sadly, those in charge are clueless, have a political agenda, are greedy, or all the above. One cohort wants to change the way we grade. Joe Feldman, a former teacher and administrator, and now an “educational grading consultant” has written “Grading for Equity.” In the book, Feldman asserts, “Our traditional grading practices have always harmed our traditionally underserved students.” He adds, “But now because the number of students being harmed was so much greater, it got people more aware of it and ready to tackle this issue.”

In other words, we need to grade on factors other than achievement. On cue, this has been picked up by the Los Angeles Unified School District, where guidance now says, “academic grades should not be based on attendance, including unexcused absences, late work, engagement or behavior, which can be reflected in separate ‘citizenship’ or ‘work habits’ marks that do not count toward a student’s GPA.”

While some of the new L.A. guidelines are sensible, like letting students retake a test they may have failed the first time, most are quite damaging. Work habits and deadlines matter. Ignoring them or moving them into an amorphous grading area does a great disservice to the student. It certainly doesn’t prepare them for the real world, where lack of attention to these matters can result in job loss.

Perhaps the most glaring area for reform attempts is in math, and California is leading the way. In the proposed 2022 draft revision of the California Department of Education’s “Mathematics Framework,” the chapter on “Teaching for Equity and Engagement” includes this language: “Empowering students with mathematics also includes removing the high stakes of errors and sending the message that learning is always unfinished and that it is safe to take mathematical risks. This mind-set creates the conditions for students to develop a sense of ownership over their mathematical thinking and their right to belong to the discipline of mathematics.” The draft also suggests that math should not be colorblind, and that teachers should use lessons to explore social justice issues – by looking out for gender stereotypes in word problems, applying math concepts to topics like immigration, inequality, etc.

This article originally appeared in the California Policy Center. Read the whole thing here.

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