to the editor: The most important statement in this article is “statewide, 48.8% of students scored advanced or proficient in English and 37.3% in mathematics” (“In California, high school graduation rates are rising faster than student learning.” November 13).
I have taught for over 33 years. The discrepancy between graduation rates and learning is also the result of grading policies that emphasize passing students rather than accurately assessing mastery of core standards alone. Too many students “survive” on grades that include minimal participation (show up) and practice or homework (often only verification of completion).
Grades do not inform students of their skill mastery, and, under pressure from school administrations, non-assessment grades are recorded early to keep parents “in the loop.” The result is often a long list of practice and assessment assignments that are unwieldy for parents and students, and many surrender to D's as a means of survival.
Teachers should focus on teaching and giving feedback and less on grading practice work. There is no pride in a system where students become point hunters instead of learners.
Maggie Light, Carpentry
