To the editor: An important assertion on this article is “statewide, 48.8% of scholars scored superior or proficient in English and 37.3% in math” (“In California, highschool commencement charges soar sooner than scholar studying,” Nov. 13).
I’ve taught for greater than 33 years. The discrepancy between commencement charges and studying can be the results of grading insurance policies that emphasize passing college students relatively than precisely assessing mastery of the core requirements solely. Too many college students “squeak by” with grades that embody minimal participation (exhibiting up) and follow or homework (typically checked for completion solely).
Grades don’t inform college students of their ability mastery and, pressured by college administrations, non-assessment grades are recorded early to maintain mother and father “knowledgeable.” The result’s typically a laundry record of follow and evaluation work troublesome for fogeys and college students to navigate, with many surrendering to Ds as a method to outlive.
Academics have to deal with educating and giving suggestions and fewer on grading follow work. There isn’t any satisfaction in a system during which college students change into level chasers relatively than learners.
Maggie Mild, Carpinteria
