Letters to the Editor: Schools need to focus on actual learning, not just passing grades

To the editor: A very powerful assertion on this article is “statewide, 48.8% of scholars scored superior or proficient in English and 37.3% in math” (“In California, high school graduation rates soar faster than student learning,” Nov. 13).

I’ve taught for greater than 33 years. The discrepancy between commencement charges and studying can also 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 (displaying up) and apply or homework (typically checked for completion solely).

Grades don’t inform college students of their talent mastery and, pressured by faculty administrations, non-assessment grades are recorded early to maintain dad and mom “knowledgeable.” The result’s typically a laundry listing of apply and evaluation work tough for fogeys and college students to navigate, with many surrendering to Ds as a method to outlive.

Academics have to concentrate on educating and giving suggestions and fewer on grading apply work. There isn’t a delight in a system during which college students turn out to be level chasers relatively than learners.

Maggie Gentle, Carpinteria