When Having Standards Is The Problem

Speaking, as we were, of woke educators and the wreckage left in their wake, I have more:

Oak Park and River Forest High School administrators will require teachers next school year to adjust their classroom grading scales to account for the skin colour or ethnicity of its students… In an effort to equalise test scores among racial groups, OPRF will order its teachers to exclude from their grading assessments variables it says disproportionally hurt the grades of black students. They can no longer be docked for missing class, misbehaving in school, or failing to turn in their assignments, according to the plan. “Teachers and administrators… will continue the process necessary to make grading improvements that reflect our core beliefs,” the plan states.  

Teachers who question the wisdom of disregarding missed deadlines, general tardiness, and work not done – to say nothing of classroom disruption and repeated failures to show up at all - are, inevitably, accused of harbouring “unconscious biases,” which is tantamount to “racism.” You see, our fearless, forward-looking educators are “supporting the learning of all students” by reducing even further the amount of learning actually taking place.

The school’s “strategic plan,” in which we learn that 90 minutes is thirty minutes plus another thirty, can be found here.

Update, via the comments, where svh adds,

So black kids shouldn’t learn the importance of behaving, doing homework or turning up on time?

Expecting such things would apparently be unfair, an affront to “equity,” and damning evidence of “unconscious bias.” Instead, pupils should be spared the outrage of deadlines and time-keeping in general, and be given repeated opportunities to retake a test, and be given a license to misbehave with impunity, unlike their peers, depending on how brown they happen to be.

Needless to say,  during all of this, the word justice is deployed, unironically.