Re: "A World of Second Chances – New DISD grading policy needs do-over of its own," Wednesday Editorials.
Teachers are already overworked. Rather than have students step up to the plate and do the work that is expected of them, DISD is shifting the accountability and responsibility from the student to the teacher.
Surely this new grading policy cannot be the answer to the problem of high dropout rates and wanting to create uniform policies throughout the district. It does nothing more than establish a low standard for its students. Is this the way to prepare students to be productive adults?
Elaine Fannin, Denton
When Michael Hinojosa took the job as superintendent, he brashly proclaimed that Dallas schools would be the best in the country in 10 years. Statistically, that may well come to be, since under his plan, no kid will fail, and any and all work will be deemed acceptable whether it's up to snuff or handed in on time. Statistically, that will indicate that Dallas schools are superior. Realistically, however, it will indicate that mediocrity is OK, goofing off is the norm and excellence will be rare.
The whole fiasco raises the question: Is Dr. Hinojosa worth the $350,000 he's being paid, or does this latest dumbing-down smack more of personal ambition and legacy than educating children?
Howard Fisher, Allen
As a retired Dallas teacher, I cannot believe what is being proposed. When I taught a new concept, I gave homework to reinforce what had been taught. By going over the homework the next day, a student could correct his or her paper and ask questions. It was a teaching tool. Those who did not do their homework fell behind and did not do as well.
When a student came with homework, I checked it at the start of class – not for correctness but to see if the work had been completed. That was a good way to have a 100 placed in the gradebook. This helped many a grade.
Teachers already have enough to do without having to go back and check homework that someone did not turn in. How is this teaching a student to be prepared for the workforce? Will a boss tell them they can do their jobs at a later time?
Mary C. Bradley, Dallas
As an entrepreneur who has helped create more than 2,000 jobs during my career in North Texas, I am quite disappointed in the DISD board and staff. By significantly weakening the standards, they may well graduate more students and be able to pretend that they are doing a good job.
Unfortunately, employers expect employees to show up, do a job on time and correctly. Fewer employers will want to hire graduates of a system that trains student otherwise, like the DISD has planned to become. The DISD has just handed each of its graduating students a significant disability in finding a job after he or she graduates. Their diplomas will now come with a stigma attached.
John R. Barnes, Plano
Re: "Dazed, confused about DISD grade policy," by Jacquielynn Floyd, last Sunday Metro.
Ms. Floyd's parody of the DISD grade policy is reflective of the general misunderstanding of education, the true purpose of grades and good teaching practices. Grades should reflect whether a student has mastered the material taught in the classroom.
Because students don't come equipped with the same level of prior knowledge and all students don't learn at the same rate of speed, DISD's policy of retesting students who aren't able to master a concept the first time it is taught is just plain good teaching.
The purpose of homework, reports and projects is to reinforce what is learned in the classroom at home. It is grossly unfair for students who get no help at home to be graded using the same standards as students who get a plethora of parental help and support on assignments.
DISD's written grade policy is the same as the unwritten policy of other diverse school districts and good teachers everywhere, one that is intended to level the playing field and to focus on what is really important: ensuring that all students have an equal opportunity to learn.
There is a huge difference between a student who has every opportunity to learn and chooses not to and students who choose to learn but need the opportunity to be successful. Teachers know the difference, and slackers don't get a free pass.
Deborah Wayne, Dallas
As a product of DISD, I have never been more disappointed with policy or rule changes. DISD helped to prepare me for success in college and in my career as a health care provider.
I was the child of immigrant parents who spoke limited English, and we lived in a poor, mostly minority neighborhood, without many of the same advantages afforded to many of my colleagues.
However, the expectations from my school, teachers and parents encouraged and challenged me to become a better student, a responsible individual and a productive citizen.
The new grading rules designed to diminish and devalue the importance of accountability and responsibility within an educational environment will only lead to poor outcomes, resulting in irresponsible behaviors and lackadaisical attitudes affecting every aspect of life.
Can we really afford a new generation of so-so students to lead us into the future?
Adriana Hummel, Flower Mound
Could you imagine Highland Park or Plano ISD having a grading policy that Dallas ISD has just created? But then, I guess the students at DISD aren't worth as much trouble as those other kids.
DISD will just hope their new guidelines will help those already struggling students pass the TAKS and magically become successful since they won't have to do homework or study for tests. DISD has tapped into something others haven't thought of – expect less and get more.
Won't someone let the teachers care about the kids' futures at DISD? It's always easier to be permissive, but its not so easy to maintain high expectations since high expectations take work.
Kelly Elliott, Fate
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