The WOKE people running the Oregon high schools must think their students are complete idiots in order for them to put something so mindless in effect. The Oregon Board of Education voted UNANIMOUSLY to continue the suspension of requiring 12th grade students to show basic skills in important subjects in order to graduate high school. Despite many parents wanting the standards put back into place, because they want their students EDUCATED when they leave high school and go into the real world, but the woke school board voted against those parents, suggesting the graduation requirements are harmful to students of color.
Here's an idea for students: stop skipping class, start doing homework, and maybe you won't have to worry about reading at the 4th grade level when you're 18 years old.
Here's an idea for parents: stop buying things you can't afford and stop ignoring your kids. You made them, now raise them, and that includes doing homework and making sure your kid is raised right with discipline and a focus on education. Or maybe don't have kids if you're not planning on paying any attention to them. These darn kids can't be expected to raise themselves, so have some damn accountability for once.
We should be RAISING STANDARDS, not lowering them. If you can't read or show proficiency at a certain level, then you shouldn't be allowed to graduate until you can. Why would we want an America full of poorly educated people? We should Make America Smart Again.
Opponents argued that pausing the requirement devalues an Oregon diploma. Giving students with low academic skills extra instruction in writing and math, which most high schools did in response to the graduation rules, helped them, they have argued.But leaders at the Oregon Department of Education and members of the state school board said requiring all students to pass one of several standardized tests or create an in-depth assignment their teacher judged as meeting state standards was a harmful hurdle for historically marginalized students, a misuse of state tests and did not translate to meaningful improvements in students’ post high school success.
Higher rates of students of color, students learning English as a second language and students with disabilities ended up having to take intensive senior-year writing and math classes to prove they deserved a diploma. That denied those students the opportunity to take an elective, despite the lack of evidence the extra academic work helped them in the workplace or at college, they said.
