Arizona State University professor Asao Inoue recently ranted about “White language supremacy in writing classrooms,” during which he called for abolishing traditional grading in favor of “labor-based grading.”
The latter method scores assignments based on the amount of effort students put towards in the work, devaluing quality and accuracy in the grading.
During Nov. 5 lecture at the University of Tennessee titled “The Possibilities of Antiracist Writing Assessment Ecologies”, Inoue claimed that “White language supremacy in writing classrooms is due to the uneven and diverse linguistic legacies that everyone inherits, and the racialized white discourses that are used as standards, which give privilege to those students who embody those habits of white language already”.
For the first time in nearly 50 years, the National Assessment of Educational Progress results showed that the reading and mathematics scores of 13-year-old students fell from 2012 to 2020.
The National Assessment of Educational Progress (NAEP) results showed no change in the scores of 9-year-old students since 2012, according to the assessment, also known as The Nation’s Report Card. Among lower-performing students, scores declined in both the 9 and 13-year-old groups in both reading and mathematics.
“This was the first time in the almost 50-year history of the long-term trend assessments that we observed declines among 13-year-olds,” said National Center for Education Statistics Commissioner Peggy G. Carr in a press release. “These performance drops are especially notable among lower-performing students, who no longer demonstrate competency in skills that students were able to do almost a decade ago in both subjects and age groups.”
Among last year’s other lessons, none may be more important than this: Our taxpayer-funded education establishment cares more about adults than children.
Consider the evidence: public school union bosses pressured officials to close schools and keep them shuttered beyond what medical authorities recommended. In spite of the obvious harm to children of school closures, unions throughout the country lobbed threats and issued demands. In Chicago, the union went so far as to sue the Mayor to keep schools closed; in San Francisco, the city had to sue its school board.
A public education system that failed to do right by our children has kept union bosses empowered and politicians cowed. Thankfully, our country offers an alternative—one that proved its mettle this past year. In a recent survey of public school and Christian school parents, the Herzog Foundation found that parents of children who attended a Christian school were vastly more satisfied with their school experience.
As the controversy over Critical Race Theory rages across the country, several prominent teacher preparation programs are training future teachers to use Critical Race Theory in the classroom. Several of the nation’s largest teacher preparation programs are training future teachers to use Critical Race Theory in the classroom.
Campus Reform reviewed course descriptions for upcoming classes in college teacher training programs at several major universities. Many intentionally prepare students to use progressive ideology in their own classrooms. Several use Critical Race Theory and social justice as a starting point for learning how to teach.
Among those courses are the University of North Carolina education department’s class, “”Critical Race Theory: History, Research, and Practice.” The course will cover how Critical Race Theory connects to “LatCrit Theory, AsianCrit, QueerCrit, TribalCrit, and Critical Race Feminism,” those terms being more recent areas of study that draw heavily from Critical Race Theory.
by Jude Schwalbach Thirteen months ago on Sept. 20, 2017, Hurricane Maria slammed the U.S. territory of Puerto Rico, devastating homes and infrastructure and leading to loss of life across the island. The storm greatly exacerbated the problems of a school system already in crisis: Puerto Rican fourth- and…