Lakota like many other Ohio schools is experimenting with a new progressive education standard which seeks to remove the value of a grade and replace it with a new kind of report card. The essence of this new grading system is called standards based reporting, and features a measure of whether or not a student has obtained a level of competency in a learned task. The abandonment of the traditional grading system is the removal of quality from education which is the overall intent. Since modern education cannot properly measure quality through the top down learning structure assessed by a grading system to determine exceptional results from mediocre results, government schools are moving toward this new standard. Here is what it is and how it’s measured as reported by Lakota schools in southern Ohio.
STANDARDS BASED REPORT CARD
Lakota is pilot-testing a new kind of report card in several schools this year. Although the test of the “standards-based report card” is only in third grade at Cherokee; fourth grade at Heritage and sixth grade at Woodland, we want to share information about these report cards with all parents who have children in elementary school. This is part of a continuing weekly series of information about the new reports cards and the pilot test.
What is a “standards-based report card?”
A traditional report card (A, B, C, etc.) shows a single grade a student earned for all the combined work done – tests, quizzes, homework, classroom work, etc. — in one subject area, such as math, science or social studies. The purpose of the new report card being tested is to instead communicate student progress toward an end goal – mastering a specific learning standard. A standards-based report card identifies specific skills and content that a student is expected to master while in a certain grade. Then it uses a 1, 2, 3 grading system to show the child’s progress toward that specific standard. A “1” means a student has not yet mastered the skill or content. A “2” means a student is making good progress towards mastery. A “3” means a student has mastered the particular skill or content.
It’s important to understand what a standard is. One standard for fourth grade, in English/Language Arts, is: “Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.” When a student demonstrates he or she understands different points of view in story narration, and can compare and contrast those points, the student would earn a “3” grade, demonstrating mastery of that particular standard.
That all sounds very “educational” until it is realized that the entire education system will have to be dumbed down to allow for such acceptance gates of understanding as opposed to the traditional method of not only measuring knowledge, but the quality of that knowledge. This new standard only shows that a student has an understanding, but it ignores the quality of that knowledge. In the old method, an “A” stated that a person understood information at an exceptional level, a “B” at a moderate level, and a “C” meant one had a passable understanding. Anything less meant that a student was failing to grapple the information.
What has been abandoned is the quality of understanding during learning and therefore the expectation level of education in general. Under the cover of improvement, public education has found a way to protect itself from the increasing pressure of attaching federal money to funding based on performance when their government employees are failing to actually reach children by disguising the charade through removing the quality portion of education. They have done this by eliminating value judgment in a traditional grading system.
For those concerned about Common Core methods used in government schools, standards based report cards are attached directly to Common Core. The path to these teaching methods is inevitable failure in every category of human endeavor. This is why the most prudent method of combating these maniacal despots is to remove your children from all government schools and waive the free baby-sitting service. Parents who can afford to should home school their children because it is the only way to remove these progressive influences from a child’s education.
Government schools will continue for the next decade to reach for air in their struggle to stay relevant creating feel-good programs like these standards based report cards to repackage their failures into bright shiny boxes. But what’s at the core of Common Core is the embrace of the mediocre, the un-exceptional, and the lackluster to make the “common” the only standard that matters in a government run society infatuated with fairness for their democratic masses—the otherwise lazy, contemptuous, and the valueless.
Standards based report cards are the latest attempt to avoid any kind of measurement that actually expects learning to be achieved by the masses of children attending government schools. It is meant to camouflage failure with garments of success to conceal the rotten core that is at the heart of public education. It is meant to make future products of government schools even worse than they are today—thoughtless malcontents who laugh at every Beavis and Butt Head joke, but have no sense of wonder at a shooting star—other than to make a wish and pray for a winning lottery ticket.
I normally get gas for my vehicles during off times, when there are fewer people at the gas station during the day while the rest of the world is busy. I don’t like to get gas in the morning when most everyone is up and off to a job of some kind. But recently I had to, so I stood in line at 6:30 AM and watched ten people in front of me purchase gas, coffee, donuts and lottery tickets. If you wrapped all the minds of those ten people into a single person, you might have had enough intellectual power to generate a small pocket flashlight. But nothing else. Those are the products of public education as they stand today under the old grading system. Now, thanks to Common Core, those same types of people will only become dumber. But one thing that will increase will be lottery ticket sales. Out of those ten people seen at Mark Sennett’s UDF store in the affluent Liberty Township corner of 747 and Princeton Road, where people make reasonably high level incomes and have decent educations—relatively speaking, 4 out of 10 people bought lottery tickets hoping for a jack pot to free them of their financial bonds to productivity. Under the new standards based report cards, that future number will likely be 10 out of 10—along with a pack of cigarettes and a brown bag bottle of beer in the morning. That will be the result of these education changes.
Rich Hoffman
