Emphasis mine. They added subjective criteria. That's the problem. Removing standardized tests and relying on GPA or something would be fine.
https://www.fcps.edu/registration/thomas-jefferson-high-scho...
My interpretation is the test was removed, the test/application fee was removed, and essays and a portfolio were added. I can't find criteria for evaluating the essay or portfolio (or how much they contribute vs GPA), but those are parts of other standardized tests (SAT, etc), so it's not some crazy new idea.
Either way, the policy was race-blind, at least in language. And in practice the prior policy was resulting in massively disproportionate representation from some groups at the expense of others.
Maybe the new policy isn't ideal, but neither was the previous policy. Disallowing progress because it might hurt a group currently profiting off the status quo doesn't seem like an ideal solution either.
I would think this would be the more problematic part. It's not based on achievement/performance but based on status. It sounds as if they give preference points for people with low income, from underrepresented schools, etc.
"Either way, the policy was race-blind, at least in language."
That can be said about the old policy too, right?
"Disallowing progress..."
Here is the real meat of the debate. How do the parties define progress? Is it progress to add subjective measures that favor some groups? And should be we be striving for equality or equity?
So, equity or equality, and why? What is the definition of progress and how do you measure that in the scope of education?
Equality vs equity - I'd prefer we removed the sources of inequity. Do that and equality works itself out (in theory, anyways). The admissions fee removal seems like an easy win - paying for access to a public high school strikes me as extremely inequitable and I can't think of a good reason to require a fee here. The admissions test could be inequitable - the county decided it was, so removed it. The question, in my mind, is what replaces the test? GPA, essay, and portfolio seem reasonable. I'm not sure about language and income policies, but at the same time, fixing those sources of inequity are massively complex and outside the scope of the school board.
I wish I could find the actual policy WRT language/income/school, implementation is key here. And the language used by people on both sides isn't helpful - too much emotion, not enough facts.
