Editorial: Grades should measure what kids have learned. Too often, they don’t

Occasionally, public school students will come across a teacher who allows them to take a test a second time if they performed poorly on the first round. The idea is that it doesn’t matter so much if students didn’t understand the material to start with as long as they ultimately learn it.

It’s a forgiving way to go about education, and one that makes sense. For the most part, modern public education is based around the idea that everyone in the class should be able to move along at pretty much the same pace and understand the material in time for the test, or get all assignments in on time. It suits our job-oriented way of life, in which we meet deadlines or risk becoming unemployed.

Fair enough. But the objective of school is different. It’s to leave at the end of 13 years with certain skills and knowledge that enable you to move on to jobs or to gathering more skills and knowledge. Each year is a marker toward that end. And as long as students are progressing well enough to learn what they need by the end of that time, does it really matter whether they learn it by November or March or even over the summer? Click here to read more: https://www.latimes.com/opinion/story/2021-01-10/ending-f-grades