At what cost dignity?

Students at the Barnard School, Washington DC, 1955

One thing that we used to learn young is that there is never something for nothing. That axiom appears to be on the wane. At least one state plans to give away academic achievement.

Imagine that you work at a jewelry factory on a line that produces earrings. You are paid by the piece and are expected to complete 10 sets per hour. You are pretty good at your job and regularly meet or exceed your quota. You are proud of your performance and feel that you earn every penny of your paycheck. 

Suddenly, one day, your manager approaches and asks to speak privately. Upon discovering that you are of Lithuanian ancestry, she confides that you are no longer to be held to the same standard as your peers. Instead of the 10 pieces per hour expected of your coworkers, you will only be required to complete five (although you will be paid the same).

How will you react?  How do you feel? Relieved, because ten sets per hour was demanding and now you can coast? Or ashamed, because you will now take it easy while your coworkers continue to produce at the higher level? The answer might well be the latter since you were deemed not capable due only to your Lithuanian ancestry. What’s wrong with being Lithuanian, anyway? 

A poor analogy, perhaps, but something quite similar is about to happen in Virginia. The state board of education, upon receiving a federal waiver from the “No Child Left Behind” act, is adjusting expectations for students based on their ancestry.

According to Virginia Public Radio, this is the scoop. “Here's what the Virginia state board of education actually did. It looked at students' test scores in reading and math and then proposed new passing rates. In math it set an acceptable passing rate at 82 percent for Asian students, 68 percent for whites, 52 percent for Latinos, 45 percent for blacks and 33 percent for kids with disabilities.”

So now, depending on your ancestry, you will be held to different levels of expectation and standards of success. An African American student is expected to achieve only roughly half of an Asian American. What kind of message is that to send to striving students? How is that expected to motivate and cheer them on to succeed? And how will they fare in college, once graduated from high school under this tiered multi-ancestral success scheme?

Another approach is to believe that all students are capable of great achievement if only they are nurtured and encouraged. Students who are believed in and presented with high expectations can achieve great results.  Lowering the standards of success is cruel and destructive. It is far better to cultivate and raise each individual student to their greatest human potential. 

One thing is clear - this policy benefits only adults. The teachers and their unions, by redefining failure as success, have mitigated their own failures. And bureaucrats also come out on top - they no longer have to focus energy on the problem because, poof, they have made the problem vanish. The only faction accruing absolutely no benefit - the children.

Lowering expectations unavoidably leads to the diminution of human dignity. How can we possibly do that with a clear conscience?