Friday, May 06, 2005
I’m the Anti-Grade Inflation Czar (or, Words of Comfort for Teachers in their Time of Trial)
Who knows exactly how the problem arose. What’s clear is that grade inflation infects our entire educational system, from art hour at the neighborhood kindergarten to advanced seminars at Harvard, where the old “gentleman’s C” has become the gentleman’s A- with opportunities for extra credit.
It’s hard to blame the kindergarten teacher for praising the child whose finger painting technique produces one big, goopy gray-brown blot. The pedagogical failure seems more criminal when a college senior receives a passing grade on a sloppy, illogical, shallow essay from a teacher who finds it easier to graduate the student than to confront him with the truth of his deficiencies. But by then it’s far too late. Don’t get me wrong. Normally, the worst thing in the world for a teacher to do is merely to criticize, abuse, and reject. Under ordinary circumstances, only encouragement and careful guidance lead to success. But my friends, we don’t live in ordinary times. Harsh times call for harsh measures.
And so, it has fallen upon me to address the problem. As the government’s new Anti-Grade Inflation Czar, in the National Office of Grade Inflation Veto Enforcement (NOGIVE), I have the task of countermanding inflated grades from coast to coast, and preventing undue praise.
The war against terrorism requires that we address this problem sooner rather than later. Experts predict there will come a time when all able-minded Americans will be called upon to contribute to the national security effort by serving as intelligence analysts working part-time out of their homes. Our mental resources will be sorely tested on a daily basis, and we’ll need to be prepared, thoroughly, rigorously, uncompromisingly. In other words, no babies! I expect all of you to shape up. Ah-ah! quit your whining! Study diligently and you’ll have nothing to fear.
The rest of you can expect to be dealt with severely. The sad truth is that today’s soft-hearted teachers are incapable of preventing the inevitable national catastrophe. Thus, my master plan relies on unlimited outsourcing. Already some of the harshest grading in this country actually takes place aboard factory ships in international waters. There, supervised by officers under my command, foreign nationals with expertise in numerous academic subjects, many of them captured on the battlefields of Iraq and Afghanistan, spend grueling hours grading papers and exams. And they don’t simply record a grade; they compose accurate, cutting comments formulated to shame our students into producing the kind of honest effort they would give their football or soccer coach. Back home, our teachers must read these withering comments aloud in class. Student grades, even on minor assignments, must be posted in their local papers, next to the police reports.
Another method we employ is called “rendition.” When a student turns in work so abysmal that it affects a teacher’s mind like a punch to the gut, we hand it over to special readers in places like Syria and Uzbekistan where grading methods that would almost be illegal here are standard. These well-trained graders have degrees that are higher and scarier than PhDs. Although international agencies claim that the grades and comments such readers produce may amount to torture, we feel that the program is justified because it works. The harrowing comments that come back, believe me, reach into the souls of our wayward students and set them straight. They are calculated to startle and transform our students into the academic soldiers our nation desperately needs.
Make no mistake about it, the classroom is a battleground, and as educators we are on the front lines, continually taking hostile fire, and—wait a minute! Who am I kidding? I’m not the Anti-Grade Inflation Czar. It’s all been a wonderful dream, but the fact is, I’ve got a stack of exams in front of me as big as the town dump, and no one can help me with this work, and so I have to maintain my own equilibrium as I weigh the value of every idea and expression and judge the students’ efforts in the light of what I tried to teach them, taking into account my own failures. Like a God of mercy whose love emanates not from the security of his own perfection but from a maturing knowledge of this imperfect world in which, if mercy does not season human justice, our spiritual failure is inevitable—like a God of mercy, the teacher has a cross to bear.
A random selection from more than 300 Michiana Chronicles -- refresh the browser to see another set:
Joe Chaney -- I’m the Anti-Grade Inflation Czar (or, Words of Comfort for Teachers in their Time of Trial) / More essays by Joe
Louise Collins -- More essays by Louise
April Lidinsky -- More essays by April
Jonathan Nashel -- More essays by Jonathan
Jeff Nixa -- More essays by Jeff
Ken Smith -- More essays by Ken
Jeanette Saddler Taylor -- More essays by Jeanette
