In a high-school English class in Guilford, Conn., last year, a student received a racial-justice scorecard as an optional resource for a speech assignment on the novel The Catcher in the Rye.
Designed for teachers, the point system scores books and classroom materials on a spectrum ranging from “culturally destructive” to “culturally responsive,” based on their representation of diverse ethnicities and experiences.
Disconcerted by the guide, the student reported it to a staff member at Guilford Public Schools (GPS), who brought it up to a contingent of town residents growing increasingly suspicious of the district’s “equity and inclusion” initiatives. That was the …
Something to Consider
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