The hard bigotry of San Diego’s new grading system

In October 2020, the San Diego Unified School District board unanimously approved sweeping changes to the district’s grading system in an effort to become “anti-racist.” Among these changes: removing the requirement for all students to turn in their homework on time. Does altering the way students are graded really address the root problem of the achievement gap? How do “anti-racist” policies shape the way minority children view themselves? How will parents respond to this policy decision, given that California voters just struck down a state-wide referendum to allow affirmative action policies?In this episode, Naomi and Ian are joined by Nat Malkus, AEI Resident Scholar and Deputy Director of Education Policy Studies, to discuss the potential effects of San Diego’s new policy. Nat notes that schools are not just vehicles for transferring academic knowledge from teachers to students — they are supposed to prepare children to flourish in all areas of life. Accordingly, schools and teachers should encourage and reward hard work, consistent effort, and self-confidence, among other important character traits.Resources:The soft bigotry of anti-racist expectations is damaging to Black and white kids alike | Ian Rowe | USA TodayTime stamps:01:25 | San Diego’s grading overhaul and growing “anti-racist” efforts in schools across the US.03:30 | The importance of rewarding both mastery and character formation in schools.06:45 | Studying students’ successes rather than their failures in order to identify ways to reduce disparities.07:45 | Will changing a grading system really address the root causes of the achievement gap?11:25 | School is about more than just learning academic material and earning a test score.12:30 | How do “anti-racist” school policies affect the self-perception of minority students?17:00 | California’s referendum on affirmative action and parents’ reaction to “anti-racist” policies.