Challenging the Notions of Fairness in Modern Education

In recent times, I've been struck by a striking resemblance between certain aspects of today's progressive educational system and historical events that underscore the concept of fairness in a less-than-favorable light. This comparison centers on the controversial policies enacted by certain school districts, notably exemplified by Portland Public Schools, which have been championing what they term "equitable grading practices."

These policies, which have sparked considerable debate, involve refraining from assigning grades lower than 50% or zeros on assignments that fall short of expectations, are incomplete, or submitted late or not at all. Furthermore, homework assignments are no longer subjected to grading, and students who engage in academic dishonesty, such as cheating, face no repercussions. These changes are framed as a means of assessing mastery and accuracy, reducing bias, and accommodating the diverse backgrounds and needs of students.

However, it is imperative that we critically analyze these measures. While progressive educators frequently vocalize concerns about bias entrenched within the educational system, they tend to overlook the possibility that certain policies may inadvertently exacerbate these biases. Instead, they opt to artificially boost the grades of underperforming students while simultaneously depressing the achievements of more academically successful students, all in the name of fairness. This approach can be perceived as condescending and unjust as it insinuates that students who grapple with meeting deadlines should be held to lower expectations based on their background or personal circumstances.

These so-called progressive educators, despite their assertions of fighting against racial biases, may paradoxically perpetuate these biases by manipulating the grading system rather than offering substantive support to students who may be struggling. This approach can be seen as a form of elitism that masquerades as progressivism. The true essence of racial bias emerges when officials subtly imply that students from particular backgrounds are inherently incapable of meeting fundamental academic expectations, thereby inadvertently reinforcing harmful stereotypes.

In reality, it appears that an increasing number of educators in America have adopted condescending ideologies as they position themselves as saviors of minority students. However, instead of empowering these students, their actions may inadvertently convey a sense of pity and create circumstances that predispose them to academic failure. The educational tools and support they offer to minority students might resemble paper swords crafted by well-intentioned but ultimately misguided anti-racist advocates, rather than the robust educational resources these students genuinely require. Without resorting to historical analogies, it is apparent that these approaches do not promote fair and equitable education.

It is imperative that we subject these policies to comprehensive scrutiny, considering both their underlying motives and the tangible consequences they produce. Fairness and equity in education should not involve a dilution of academic expectations or the manipulation of grading systems to artificially inflate outcomes. Instead, they should entail providing every student, regardless of their background or race, with the necessary resources, opportunities, and support to succeed.