Change the ruler if you don't like what it is measuring

 Change the ruler if you don’t like what it is measuring

 

The data are coming in about how kids are doing with distance learning.  And it seems that the distance part is correct but the learning not so much.  Failure rates in English and math have jumped as much as sixfold with certain populations, particularly the most vulnerable kids.

A clear stark example comparing the same kids from last year to this one tells the tale.  This year more than 36% of 9^th graders from low-income families failed English.  Last year, when these same kids were in 8^th grade, only 6% of them failed.  These numbers come from Montgomery County Maryland, generally considered to be one of the best school systems.   The numbers are even worse for kids with limited English.  This year the failure rate is 45%, when last year it was only 8% for the same kids.   People knew there were going to be gaps but the gaps were never expected to be this great.

Some learners have the advantage of oversight and support from parents and other adults.    Among White and Asian students grades in math have fallen but only by about 1%.  Among the more privileged students, the percentage of A’s in English has jumped from 16% last year to 27% this year.  Either these kids are particularly suited to online learning or some adults have their thumbs on the scales.  For learners with special needs the failure rate has jumped from 6% to 32% this year.

School leaders are working to come up with a solution.  They are not happy with the results of the measuring tools they are using.

There are two different approaches.   One is to make the work easier so that more kids can get higher grades.  Another issue is just too many assignments.  Students are overwhelmed, although it appears that for privileged families the kids and their adult support systems are doing quite well.  Leaders are saying that they are teaching content with the same “rigor” as before the pandemic.  Students are struggling.  So, if the work is made less rigorous, students should get higher grades.   Doesn’t necessarily mean they are learning more, just that the work is easier.

The second approach is to change the standard for what equals an A or a passing grade in a course.   In that approach rigor is maintained but the measuring stick used to measure achievement is modified.

All of this refers to optics.   None of this is addressing the fact that with or without rigor, kids aren’t learning as much as they were.

This might be an approach the NFL could use.  For those teams that are struggling to win, they get to play on a shorter field while the better teams keep the same standard.  Maybe if the school systems can figure this out, they can share with the NFL.  Somehow I don't think it will go over well.

If you don’t like what the ruler measures, change the ruler.