Equity-based Distance Learning and Grading Policies



Equitable responses to the COVID-19 crisis include a focus on proactively connecting with 100% of students, adopting a “do no harm” philosophy, and ensuring that students who are most impacted by structural inequity receive the support and resources they need to achieve common goals and outcomes set for all students.

Just as COVID-19 health impacts are disproportionately impacting people of color, so too will it likely have disproportionate educational impacts on Marin students. Well documented disparities in things like “Summer Slippage,” grading policies, transportation access to programs and resources, and differentiated learning supports may all play an amplified role in the impact of COVID-19 on student outcomes.

Higher proportions of first-gen dreamers may never make it to college. ELL kindergarteners just learning to read and 9th graders struggling with math may find it hard to catch up to their privileged white neighbors.

 

Equity-based Distance Learning and Grading Policies

Districts are reporting that their Distance Learning Plans and emerging Grading Policies have been developed with a clear focus on equity and a “do no harm” approach.

  • NUSD has adopted a “pass/fail” grading policy
  • TUHSD has adopted a “Universal Pass” grading system For students in good standing, their March R4 grades will be averaged out with an A in the final distance learning grading period.
  • SRCS is hosting community Town Halls in english and spanish to finalize their grading policy approach

 

CENTERING EQUITY IN DISTANCE LEARNING 

  • 100% contact/support goals
  • Addressing the Digital Divide
  • Equity lens on Distance Learning & Grading Policies
  • Teams are focusing extra support to student populations traditionally impacted by structural inequity



Topic: Equity-Focused

Hashtag(s): #Human Needs: Transportation #Technological Access: Computers & Printers

Connected Partner(s):
Translate »