Tag: education

Grading for Equity coming to San Francisco high schools this fall

Without seeking approval of the San Francisco Board of Education, Superintendent of Schools Maria Su plans to unveil a new Grading for Equity plan on Tuesday that will go into effect this fall at 14 high schools and cover over 10,000 students. The school district is already negotiating with an outside consultant to train teachers in August in a system that awards a passing C grade to as low as a score of 41 on a 100-point exam. 

Were it not for an intrepid school board member, the drastic change in grading with implications for college admissions and career readiness would have gone unnoticed and unexplained. It is buried in a three-word phrase on the last page of a PowerPoint presentation embedded in the school board meeting’s 25-page agenda. The plan comes during the last week of the spring semester while parents are assessing the impact of over $100 million in budget reductions and deciding whether to remain in the public schools this fall. While the school district acknowledges that parent aversion to this grading approach is typically high and understands the need for “vigilant communication,” outreach to parents has been minimal and may be nonexistent. The school district’s Office of Equity homepage does not mention it and a page containing the SFUSD definition of equity has not been updated in almost three years.  

Grading for Equity eliminates homework or weekly tests from being counted in a student’s final semester grade. All that matters is how the student scores on a final examination, which can be taken multiple times. Students can be late turning in an assignment or showing up to class or not showing up at all without it affecting their academic grade. Currently, a student needs a 90 for an A and at least 61 for a D. Under the San Leandro Unified School District’s grading for equity system touted by the San Francisco Unified School District and its consultant, a student with a score as low as 80 can attain an A and as low as 21 can pass with a D.  

Joe Feldman, the consultant the school district plans to contract with to implement Grading for Equity, wrote in 2019 that in Placer County, another jurisdiction with the grading system, “students who did not qualify for free or reduced-price lunch had a sharper decrease in A’s, reflecting how traditional grading practices disproportionately benefit students with resources because of the inequitable inclusion of extra credit and other resource-dependent grading criteria.”   

Grading for Equity may reduce A and D/F grades and, according to Feldman, enable a school district to cut costs for remedial classes but what about student academic outcomes? The most recent data from both middle schools in San Leandro where grading reform started in 2016 document significant continued disparities among student populations when it comes to performance on statewide assessment tests. In both English and mathematics, the gaps ranged from twice to triple to even four times as many students meeting or exceeding the statewide standard in some subgroups compared to others. The children needing the most help and improvement are not getting it.

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The AI Epidemic On College Campuses Exposes How Broken Our Higher Education System Is

It’s no secret that higher education has been a mess for some time now. From DEI initiatives to seemingly never-ending protests to the skyrocketing college debt crisis to the ridiculous ideological imbalance amongst professors, our once hallowed institutions of higher learning are ripe for root-and-stem reform.

But just when it seemed that the American college experience couldn’t become any worse, artificial intelligence came roaring onto the scene. Now, instead of popping Adderall and Ritalin to power through finals like the good old days, college kids are now pawning their assignments off on AI.

This all comes as college professors (many at supposedly prestigious institutions) bemoan that their students either can’t be bothered to read normal college-level assignments or simply can’t because of their limited vocabulary and critical thinking skills. Even professors at notoriously leftist schools have had enough, venting their frustration at any left-of-center outlet that will listen.

These students are supposedly going to college for a particular area of study, meaning they theoretically want to learn about it. Yet they just pass on their assignments on to ChatGPT. How are they supposed to have jobs in STEM, or even subjects like literature, if they can’t even comprehend the material without AI?

If AI is producing all their work in college, isn’t it reasonable to assume that it will continue to be a crutch for them when they become chemists, lawyers, or even teachers themselves? Then the question becomes whether or not the student, given the (non)education he’s received, is worth hiring at all. AI can do it better.

Crib sheets, CliffsNotes, and stimulants are one thing, but relying on a machine to complete even simple assignments, and therefore forgoing any attempt to engage with the material, presents a looming competency crisis. Not only does it pose an existential danger to how our society and economy functions, it poses a threat to the broken diploma pipeline model embodied by today’s higher education system.

The solution to this epidemic seems rather obvious. Students may use AI as a research assistant, no different from Google Scholar, but submission of any assignment or essay that has a single sentence crafted by anything other than the student’s own mind should receive an immediate failing grade as well as a referral for expulsion. Some smaller schools, like my alma mater Washington and Lee University, already have an honor system in place that has the same expectations and penalties.

An even stricter move would be to heavily weight course grades toward in-class tests and essays done with pencil and paper with no devices allowed (besides maybe calculators for STEM classes).

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Oklahoma Schools to Teach Issue of Democratic Voter Fraud — Students Will Analyze 2020 Election Anomalies

Students in Oklahoma will soon be educated about the issue of Democratic voter fraud.

Under the direction of state School Supernintendent Ryan Walters, schools in Oklahoma must analyze the results of the 2020 presidential and the statistical anomalies that it presented.

According to one textbook, students will be asked to “identify discrepancies in 2020 elections results by looking at graphs and other information, including the sudden halting of ballot-counting in select cities in key battleground states, the security risks of mail-in balloting, sudden batch dumps, an unforeseen record number of voters, and the unprecedented contradiction of ‘bellwether county’ trends.”

The Gateway Pundit has led the way on exposing the 2020 election fraud, with countless analyses of the statistical impossibilities that took place on election night and (temporarily) allowed the Biden regime to deny President Trump a second term in office.

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Now woke schools teach pupils that Stonehenge was built by black people… while Waterloo and Trafalgar go untaught

Children are being taught that Stonehenge was built by black people and the Roman Emperor Nero married a trans woman as woke narratives increasingly infiltrate schools, according to an education think-tank.

They are also being told – in pro-transgender resources – that genital mutilation of slaves was a form of ‘gender transition’.

But landmark British victories such as those at Waterloo and Trafalgar go largely untaught – with as few as one in ten pupils learning about them.

A Policy Exchange investigation has warned that schools have ‘taken it too far’ as they adapt history curriculums in the wake of Black Lives Matter protests.

The prestigious centre-Right unit found that George Floyd’s death in 2020 led to schools hastily including material about ethnic minorities to appear ‘anti-racist’.

Former history teacher and chairman of Campaign for Real Education Chris McGovern said it was ‘clear that the subject has been captured by the Left’.

The report added that some resources, such as the book Brilliant Black British History, push ‘contested narratives’ – such as black people building Stonehenge.

The book is marketed as ‘a must-have in any school library’ but its claim that early black Britons built the world-famous Neolithic stone circle is ‘hotly contested and outside mainstream historical thinking’ yet ‘presented as fact’, according to the think-tank.

While in some cases these initiatives have a ‘positive effect’, such as exposing pupils to ‘wider world history’, the report flagged serious concerns about replacing facts with biased narratives.

It warned: ‘In too many cases this process has gone too far, leading to the teaching of radical and contested interpretations of the past as fact, or with anecdotes of interesting lives replacing a deeper understanding of the core drivers of history.’

One resource, from the Classical Association’s ‘Queering the Past’ project, claims the Roman Emperor Nero married a trans woman called Sporus but omits the fact that they probably underwent a forced castration rather than consensual gender reassignment. 

It comes as the Government conducts its curriculum review to ‘reflect the issues and diversities of our society’ – which the report says may be unnecessary as schools already do it.

Backed by former education secretaries Lord Blunkett and Nadhim Zahawi, it also calls for pupils to be impartially given a better overview of British history.

A Classical Association spokesman said its teaching resources were ‘complicated and nuanced’ where ‘more than one interpretation is possible’.

A Department for Education spokesman said: ‘The curriculum and assessment review is considering how to ensure young people have access to a broad and balanced curriculum.’

Meanwhile, Mr McGovern warned history is ‘seen as a vehicle for undermining and destroying British national identity’.

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Far Left Arizona Gov Katie Hobbs Vetoes Bill Requiring Public Schools to Include Instruction on the Gulf of America

Democrat Arizona Governor Katie Hobbs vetoed a Republican bill on Tuesday that would require public high schools to adhere to President Trump’s “Restoring Names That Honor American Greatness” executive order by including geography and instruction on the Gulf of America.

HB 2700 would add geography education in the State Board of Education’s high school social studies academic standards and require academic standards for geography to include instruction on the Gulf of America.

The far-left Democrat Governor doesn’t want students to have a comprehensive education on geography and current events, though.

Hobbs provided no reason for her veto in a letter to Arizona House Speaker Steve Montenegro, but did take a personal jab at Republicans in the state legislature for what she perceives as a refusal to “work together.”

Hobbs sent the following letter to Montenegro on Tuesday:

Speaker Montenegro,

Today, I vetoed House Bill 2700. Arizonans want us to work together to lower costs, secure the border, create jobs, and protect publie education. Instead of joining with me to do that, this Legislature has chosen to attempt to dictate how teachers refer to geographic features. I encourage you to refocus your time and energy on solving real problems for Arizonans.

In total, Hobbs reportedly vetoed 48 bills on Monday and Tuesday, and she is now five vetoes short of setting a new record.

It can be recalled that Hobbs broke the record for the most bills vetoed in a single session of the state legislature during her first year in office in 2023. Leftwing outlets dubbed her the “Veto Queen,” celebrating her stand against Republicans who represent a majority of Arizona. This is her only accomplishment as governor.

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Judge Blocks Department Of Education From Canceling COVID-Related School Aid

A federal judge on May 6 blocked the U.S. Department of Education from canceling more than $1 billion in funding that was allocated to help address the impact of the COVID-19 pandemic on primary schools and students.

U.S. District Judge Edgardo Ramos entered a preliminary injunction that prohibits the Department of Education from enforcing its recission of extensions for the funding that had been granted in January by the prior administration.

Education officials also cannot modify the previously-approved extensions without giving the states at least 14 days notice, the judge said.

Congress allocated funds to states to distribute to schools to address problems stemming from the pandemic. The more than $276 billion was distributed to states through an education stabilization fund. Under laws passed by Congress, states had until Sept. 30, 2024, to designate the money, and until Jan. 28, 2025, to access funds to achieve the designations.

States could ask for extensions for the latter deadline, and a number did so. The Department of Education granted extensions to at least 16 states, and Washington, enabling them to access the money through March 2026. 

Education Secretary Linda McMahon informed the states in March that the extensions were being rescinded because additional review had determined they were “not justified” in part because the pandemic is over, although the states could reapply for extensions.

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Religion Is Not The Only Thing That Should Be Separated From The State

The Act of Supremacy of 1534 declared that King Henry VIII (and his successors) was “the only supreme head in earth of the Church of England” and not the pope of Rome. The Treason Act of 1534 made it an act of treason, under punishment of death, to deny the Act of Supremacy. During the reign of Queen Mary, the daughter of Henry VIII, the Act of Supremacy was repealed, but was enacted by the English Parliament again in 1559 after Henry’s other daughter Elizabeth became the queen. The British monarch is to this very day still the head of the Church of England or Anglican Church, which is the established church in England. This is one of the main differences between the United States and Great Britain. Although the United States has a National Cathedral where some state funerals are held (most recently for Jimmy Carter), it is actually an Episcopal church (part of the worldwide Anglican Communion), not owned or controlled by the federal government. The “separation of church and state” is a hallmark of the American system of government.

The First Amendment

The Constitution was drafted in 1787, ratified in 1788, and took effect in 1789. It established the United States as a federal system of government where the states, through the Constitution, granted a limited number of powers to a central government. The Bill of Rights (the first 10 amendments to the Constitution) was ratified by the states in 1791 in response to criticisms of the Constitution by the Anti-Federalists that the Constitution contained no explicit protection of speech, assembly, religion, or the right to bear arms.

The First Amendment reads: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” It was President Thomas Jefferson who, in an 1802 letter to the Baptists of Danbury, Connecticut, equated the religion clauses in the First Amendment with the “separation of church and state”:

Believing with you that religion is a matter which lies solely between Man & his God, that he owes account to none other for his faith or his worship, that the legitimate powers of government reach actions only, & not opinions, I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should “make no law respecting an establishment of religion, or prohibiting the free exercise thereof,” thus building a wall of separation between Church & State.

That the “separation of church and state” applied to just the federal government is evident by the fact that some of the states still maintained established churches at the time the Constitution was adopted. The phrase was resurrected by Justice Hugo Black in the case of Everson v. Board of Education (1947). But as Mike Maharrey of the Tenth Amendment Center has observed: “The federal government’s use of the First Amendment to prohibit religious displays in local parks, to force the removal of the Ten Commandments from public schools, or to ban prayers in public assemblies would horrify the founding generation.” Massachusetts was the last of the original states to fully disestablish its churches in 1833. The idea of the “separation of church and state” is now enshrined in all state constitutions.

But religion is not the only thing that should be separated from the state. Unfortunately, the very people who talk the loudest about the separation of church and state never call for the separation of anything else from the state.

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Three Rogue Judges Block Trump Admin Efforts To Eradicate Discriminatory DEI From Schools

The attempted judicial coup continues apace as three federal district court judges issued directives to stop the Trump administration’s ability to halt federal funding for schools that participate in diversity, equity, and inclusion (DEI) discrimination.

Thursday saw district judges in Maryland, New Hampshire, and Washington, D.C., issue separate sweeping orders to stop some of the major education reforms President Donald Trump was elected to enact.

“Unelected judges, keen to disrupt the President’s efforts to remove color-consciousness from American education have forgotten that the judiciary is the only non-political branch of our tripartite system of government,” Sarah Parshall Perry, vice president and legal fellow at Defending Education, told The Federalist. “Judges that prohibit the Department of Education’s enforcement of its ‘Dear Colleague Letter’ and related civil rights compliance form forget that both are constitutional and a plain-text application of longstanding federal civil rights laws like Title VI.”

“That law specifically conceives that institutions which do not uphold race neutral policies can have their federal funding revoked,” she continued. “Judges are bound to interpret the laws as they read — not as judges wish they read.”

The cases, brought by far-left teachers unions, the National Association for the Advancement of Colored People (NAACP), and others, were decided by two Trump-appointed judges and one appointee of President Barack Obama. They also came just one day after Trump signed yet another executive order trying to rein in the DEI-caused destruction in schools.

New Hampshire District Judge Landya B. McCafferty, the Obama appointee, claimed that the Department of Education did not properly define DEI in a Feb. 14, 2025, “Dear Colleague Letter,” despite the fact that, as McCafferty herself acknowledges, the letter exhaustively described the insidious ideology.

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The Rich Control Their Kids’ Education — The Middle Class And Poor Deserve That Choice, Too

As the school choice movement notches major wins and the Department of Education begins winding down, there is no doubt that the government’s future role in education will be very different than the role it has played in the past.

With this sea change comes new questions about what the education system ought to look like when the federal top-down model finally ends. An emerging group of advocates believes the government should not be involved in schools at all.

The ultra-libertarian position contends that no tax dollars should be used for schooling and all schools should be private schools. Every child’s academic pathway would be up to his parents to design and fund.

While this might sound great to some, the fact remains that many families lack the ability to pay for their children’s education. They would still lack that ability even if tax rates were cut to account for privatizing education, since those at the bottom of the income scale pay no federal income tax. Millions of children would be unable to access a quality education because their parents cannot afford it.

If that outcome sounds familiar, it may be because it’s so close to our current government schooling system: Children whose families have the means can receive a great education, but those from low-income families are stuck with a school experience so terrible it can hardly be called an education at all. Only 17 percent of public school eighth graders from low-income families are proficient readers, according to the latest Nation’s Report Card.  

These devastating results are not the result of a lack of funding. To the contrary, the U.S. public schools spend $17,227 to educate one student for one year. That’s more than nearly any other country. Still, our test scores continue to fall in the international rankings. Our Nation’s Report Card scores, revealing rampant illiteracy and innumeracy, are a national embarrassment.

In an ideal educational system, parents would have control over the tax dollars allocated for each child’s schooling. The money would follow the child to wherever he or she learns best, whether that is a public school, a private school, or even the family’s kitchen table.

Right now, homeschool families pay for education twice: First, with their tax dollars, which are sent to schools their children never set foot in. Second, with the sacrifice of one parent’s income, plus the cost of materials, including curricula, textbooks, and other supplies.  

Private school families pay twice, too: First, again, with their tax dollars, and secondly with tuition. Access to a good public school costs a great deal, too: A family that buys a house near a top-rated public elementary school will pay 78.6 percent more than if they bought a typical house in the surrounding area, according to Realtor.com.

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How No-Consequence Schooling Turns Kids Like Karmelo Anthony Into Killers

Earlier this month, 17-year-old high school student Austin Metcalf was stabbed to death at a track meet in Frisco, Texas. Metcalf died in his twin brother’s arms.

As an educator who lives just down the road, I know too well how our system failed to keep Metcalf out of harm’s way.

Karmelo Anthony, also 17, has been charged with first-degree murder in the fatal stabbing. They had never met before the track meet, according a witness. Anthony brought a knife to the track meet and sat under another team’s tent. When asked to move, he reportedly refused and became aggressive. Metcalf stepped in to ask him to move again, to which Anthony responded, “Make me move,” according to Metcalf’s twin, who watched the events. Then Austin Metcalf grabbed Anthony’s backpack and Anthony stabbed him in the chest, his brother said.

Some have tried to make this about race — Metcalf was white, Anthony was black. But let’s not make this about race. This is about human decency and the culture that has eroded it.

A dangerous mindset has won over many young men today. It tells them that nothing really matters — burn it all down and take what you can. It demands respect while offering none in return. It scoffs at authority, mocks standards, and justifies any action that serves one’s immediate desires. I have seen this mindset spread in my years working at a relatively well-off suburban high school down the road from Metcalf’s school. Countless examples come to mind.

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