Letters to the Editor: Schools need to focus on actual learning, not just passing grades

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To the editor : The most important statement in this article is “statewide, 48.8% of students scored advanced or proficient in English and 37.3% in math” ( “In California, high school graduation rates soar faster than student learning,” Nov. 13).

I’ve taught for more than 33 years. The discrepancy between graduation rates and learning is also the result of grading policies that emphasize passing students rather than accurately assessing mastery of the core standards only. Too many students “squeak by” with grades that include minimum participation (showing up) and practice or homework (often checked for completion only).

Grades do not inform students of their skill mastery and