By “suspending proficiency requirements” in the name of “equity”:  

An Oregon high school diploma does not guarantee that students who earned it can read, write, or do math at a high school level. Governor Kate Brown dropped the requirement that students demonstrate they have achieved those essential skills by signing Senate Bill 744 into law. She declined again Friday to comment on why she supported suspending the proficiency requirements… Charles Boyle, the governor’s deputy communications director… said in an emailed statement that suspending the reading, writing and math proficiency requirements will benefit “Oregon’s Black, Latino, Latina, Latinx, Indigenous, Asian, Pacific Islander, Tribal, and students of colour.”

You see, having one’s academic capabilities and fitness for employment thrown into serious doubt is now a benefit.

Meanwhile, in the public schools of Baltimore.  

And somewhat related, this. 

Meanwhile, at Princeton, more “equity” in action: 

The Ivy League institution announced in April that it admitted 1,498 students for the class of 2025. A full 22 percent of admitted students are first-generation college students and 68 percent self-identify as “people of colour.” The record number of racial minority admittees comes after the school removed its standardised testing requirement.

Thereby giving the best possible impression.

The university now boasts that there are no longer “minimum test scores for admission,” as “the entirety of a student’s background” will be “considered in context.” Though based on efforts elsewhere, it seems reasonable to suppose that one particular – and academically irrelevant – aspect may weigh more heavily than most.

Having signalled a retreat from conventional metrics and expectations of ability, more ground may soon be ceded. Minority faculty are also demanding the removal of questions, for student applicants and potential employees, regarding “felony convictions,” as this is somehow unfair and an affront to “racial justice.” Other demands include an “additional semester of sabbatical” exclusively for “faculty of colour,” to ease the burden of their “invisible labour” and for being “emblems and spokespersons of diversity at Princeton.” In other words, a brown-person-only holiday to compensate for all of the work time they spend invoking “white supremacy,” claiming to be oppressed, and demanding special favours in enormous lists.

Update, via [+] in the comments:

Pitzer College in California has adopted a “test-blind” admission policy, meaning that standardised tests including the SAT and ACT “will be eliminated from the admission review process entirely.” […] Yvonne Berumen, the vice president for admission and financial aid at Pitzer College, said in the press release that “The elimination of standardised test scores from our review process entirely has the potential to send a strong message about equity, access, inclusivity, and excellence.” 

Message received.

Robby Soave on achieving “equity”: 

The Vancouver School Board in British Columbia, Canada, is eliminating honours courses as part of a push to foster inclusivity and equity in the classroom. The board had previously eliminated the high school honours English programme, and maths and science will now get the axe as well. “By phasing out these courses, all students will have access to an inclusive model of education, and all students will be able to participate in the curriculum fulsomely,” said the school board in a statement.

By denying access, they are granting access, obviously. How terribly inclusive.

This is a spectacularly frank declaration: Education officials don’t like that some higher-achieving students are sorted into environments where they are more likely to succeed than their less-gifted peers, and would prefer to keep everyone officially at the same level to the greatest extent possible. The plan closely mirrors California’s recent efforts to discourage students who are proficient at math from taking calculus any earlier than their classmates; Canadian educators seem no less excited than their U.S. counterparts about naively pursuing equality of outcome at all costs.

Inevitably, the objections of students and parents were dismissed by educators, including Jennifer Katz, a professor of education at the University of British Columbia, as “nonsense” and perpetuating “systemic racism.” And so, the needs and prospects of gifted children will be sacrificed in the name of progressive piety. A piety that just happens to look like something else.

Erika Sanzi reports on an educational breakthrough: 

Richard Carranza, Chancellor of schools in New York City, has done it again… There will be no numeric grades allowed for high schoolers, and no teachers, in any grades, are allowed to give a failing grade. The lowest “grade” allowed for elementary schoolers will be “needs improvement.” For middle schoolers, failing grades will be designated as “course in progress.” And for high schoolers, an F will become an “Incomplete,” whether the student plans on turning in any work or can show that any learning of the subject has actually occurred.

While grades and attendance are to be deemed bothersome details unworthy of attention, “factors such as equity” will, we’re assured, be given more prominence. Readers will note that the retreat from clear metrics into euphemism and pernicious fuzzwords – chief among which, “equity” – not only makes it difficult to determine pupils’ academic progress and actual competence, but also has a secondary effect of making it more difficult to identify the shortcomings of left-leaning educators and administrators. A coincidence, I’m sure.

Via here, via here. 

Previously in the world of “equity” – in San Diego, in San Francisco, and in Ohio.  

And somewhat related, this: 

And then there’s “equity” – another word favoured by both educators and campus activists – and which is defined, if at all, only in the woolliest and most evasive of terms. And which, when used by those same educators and activists, seems to mean something like “equality of outcome regardless of inputs.” Inputs including diligence and punctuality.

If that sounds a tad perverse and an unlikely path to human flourishing, our betters are only too happy to correct your unsophisticated notions.

Further to this item here, Rafi steers us to more “equity” news, this time from the public high schools of San Francisco:

Lowell [High School] has for decades admitted students based on a score that takes into account grade-point average and test results while setting aside a limited number of spots for qualified students from underrepresented schools, making it one of the best public high schools in the country.

One of the best. And so, needless to say, something had to be done:

The admission process will now mirror that at other district high schools, with priority given to siblings… and those living in census tracts where students post low test scores. The remaining spots will be assigned randomly.

Intellectual flourishing will doubtless ensue.

The debate over what to do about the lack of traditional merit criteria divided the city, with accusations of racism and elitism after community members said the lottery system would water down Lowell’s reputation. Others expressed concern for the students who have focused on academics so they could attend the school.

A preference for academic rigour and admission by ability is “racist,” you see. Please update your files and lifestyles accordingly. Note that the board decision was “unanimous,” while the views of local parents – those directly affected – were somewhat more complicated and deemed “divisive.” Note too the implication that the feelings of those who work hard and show ability should be trumped by the feelings of those who do neither.

And related to the above, this: