The CAP report is the third in recent months to provide a closer look at the day-in, day-out work of students and teachers. In September, “The Opportunity Myth” from nonprofit The New Teacher Project showed that less than one-fifth of the assignments students complete meet college readiness standards, and that low-income students, English language learners, students of color and those with disabilities are far less likely than students not in those groups to be assigned grade-level work.
Also last fall, education consultant and former school and district administrator Joe Feldman released an analysis of teachers’ grading practices, suggesting that assignments are subjectively graded, biased against less-affluent and generally lower-performing students, and may overlook a student’s recent progress.
