Illinois High School to Implement Race-based Grading System

"First day of school" by Nikita

Administrators at Oak Park and River Forest High School issued orders to their educators to adjust next year’s grading system to their student’s skin color and ethnicity.

The plan is going under the name of “Transformative Education Professional Development & Grading.”

Originally outlined on May 26th by Superintendent of Student Learning, Laurie Fiorenza, the change was designed to “equalize“ test scores among racial groups, reaching as far as excluding certain materials from grading assessments that could disproportionally hurt the grades of black students.

“Children at school” by Lucélia Ribeiro

Liberal policies go one step further

This expands to letting these same students ditch class, misbehave in school, and even fail to turn in their assignments within proposed deadlines.

It is further enforcing the well-known fact that it was never about equality, but rather pandering to the black and brown communities.

A slide in the PowerPoint presentation outlining the plan’s goals claims traditional grading practices do nothing more than perpetuate inequities and widen the opportunity gap.

Next thing we know, we’ll have liberals claiming the grading system used across the globe is enforcing white supremacy and oppressing the black communities, a future that’s not too unlikely to happen.

The plan calls for competency-based grading, as well as the removal of zeros from the grade book.

This comes instead of encouraging and nurturing growth over time, all while keeping the school administration’s political narrative in mind.

Is our grading system also rooted in racism?

The school’s administrative staff assured that their educators will continue with the implementation of the so-called “necessary” improvements to the grading system in tune with the establishment’s core political beliefs, with the focus being on rolling out the changes as early as the start of the 2022/2023 school year.

It’s likely the change was driven by the SAT results.

These showed that around 38% of OPRF sophomores failed the test, with the failure rate being 77% for black students, whereas only 25% of white students failed the Scholastic Aptitude Test.

Maybe if we stopped sorting kids into baskets by their skin color, we’d be able to focus on the real issue here, that being the concerningly high 38% failure rate, rather than how many black and how many Asian kids failed the test in question.

Advocates of these “progressive” grading practices believe it’s necessary to raise the grade-point average of black students while lowering those of Asian, Hispanic, and white students to progress the school’s mission of “Diversity, Equity, Inclusion, and Justice”.

Margaret Sullivan, the Education Advisory Board’s associate director claims teachers’ evaluations of a student’s final grade are often skewed by said student’s behavior and class attendance, blaming the inclusion of these non-academic criteria on the traditional grading system.

Additionally, she proposed the removal of 0-to-100 grading scales in order to lighten the blow that missed assignments have on a student’s grade.

However, the fact still remains this will negatively impact the averages of well-behaving and diligent non-black students.