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Even Woke Schools Can’t Mess Up This Simple Thing

In an unsurprising yet utterly baffling move, the San Francisco public school district was set to unveil a new grading policy that would permit students to pass with an abysmally low score of 21%. Yes, you read that correctly – a paltry 21%! It seemed that the modern educational mantra was no longer about learning or preparing young minds for the future, but rather about coddling them into a state of perpetual underachievement. One has to wonder, is this the message we want to send to the next generation?

Gone were the days when students were expected to complete homework, engage in consistent study, or even attend class regularly to ensure academic success. The now-postponed grading for the “equity” method would have allowed students to breeze through their semester without the burden of assignments and attendance affecting their final grade. Instead, a single exam at the end of the semester was proposed to determine whether they’d passed, paving the way for so-called equity. Accountability and responsibility were becoming endangered virtues in our education system.

What this proposal effectively communicated was that effort and diligence might no longer hold value in academia. Why bother showing up to class when you could easily scrape by with a meager 21%? The proposed policy seemed to imply that a pulse and minimal effort were enough to claim educational triumph. This could very well be the ultimate participation trophy in disguise. Wasn’t that what the modern progressive agenda was all about – rewarding mediocrity and lowering expectations to an all-time low?

Supporters of this policy might have argued that eliminating homework was a positive step, as it would free up time for families to bond without the looming shadow of school assignments. While family time is precious and should be preserved, the rationale behind this decision appeared misdirected. Instead of encouraging students to manage their time wisely and develop a strong work ethic, this policy seemed to opt to remove the challenge altogether. It sent a dangerous message: that the world might adjust to your whims and excuses.

Sure, students could have earned an A with a score as low as 80%, which sounded generous, until you realized that it was as if they were being graded on a curve designed for a downward spiral. The intention to provide equity might have gone awry, sacrificing excellence at the altar of convenience. In a world increasingly driven by competition and innovation, did we truly believe that sending underprepared youth into the fray was the best course of action? Perhaps the San Francisco school district should rethink the entire approach before it even takes effect to avoid turning a generation into society’s least prepared.

Written by Staff Reports

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