Staff ReportsThe world of education is undergoing some bizarre changes that are enough to make anyone scratch their head in disbelief. Schools are increasingly adopting a strategy called “cultural discipline” or “transformative education,” which sounds more like a yoga retreat for misbehaving students than a legitimate approach to addressing discipline issues. This practice allows certain students—specifically Black students—to face lesser consequences for misbehavior, as schools aim to avoid perceptions of racism. The underlying idea is that reduced punishments for bad behavior will somehow lead to better outcomes, but evidence suggests otherwise.
Now, let’s be clear. Schools have decided that confronting reality is too radical an idea. Instead, they’ve opted for a system where traditional discipline measures are abandoned in pursuit of what they call “equity.” That’s right—equity, not equality. The shift from one to the other is often criticized as a tactic used by progressive ideologies. It’s as if they don’t want to acknowledge that certain demographics statistically face more disciplinary actions. Rather than addressing the root causes of these disparities, they congratulate themselves for their “compassion” while classrooms descend into chaos, with students treating school like an endless TikTok binge.
To make things even more perplexing, some districts have redefined academic failure. Grades are now “equitable,” meaning there’s no longer a need to penalize students for tardiness or incomplete assignments. This change allows students to procrastinate without the burden of deadlines or grades interfering with their leisure time. The message is clear: why study when you can scroll through social media? Who wouldn’t want a future where effort is irrelevant—sounds like a recipe for success, right?
And we can’t overlook standardized testing, which has been labeled by some as a tool of systemic racism. It’s astonishing that educators who promote “diversity” and “inclusion” fail to see the irony in allowing students to navigate life without confronting reality. You’d think they’d want to help all students rise to the occasion, but instead, they’re suggesting that tests are the real problem. Given that many standardized assessments aim to level the playing field, it makes little sense to assume that lowering standards will lead to improved outcomes. It’s about as logical as expecting a cat to learn to bark by simply renaming it “Dog.”
The cherry on top of this educational upheaval is the notion that eliminating honors classes is a positive step toward equity. If there aren’t enough Black and Latino students in these programs, rather than encouraging struggling students through support and resources, let’s just dilute the criteria until it resembles a warm bowl of oatmeal! Nothing says “we believe in you” like removing options that recognize achievement. If this isn’t patronizing, I don’t know what is.
As the so-called “progressives” advance these policies, one can’t help but wonder what has happened to common sense. With each passing day, it seems like the dystopian world of “1984” is becoming part of the curriculum. Perhaps it’s time for a significant overhaul—one that prioritizes real discipline and acknowledges hard work rather than promoting mediocrity disguised as compassion. Because in a world where passing unjustified policies is the new norm, surely students will be encouraged to reach their full potential… or fail spectacularly without ever realizing it.
