今天偶然看到了芝加哥9分顶级公立小学prescott elementary的规章手册。整体读下来的感觉是除了DEI（多样diversity，平等Equity，包容Inclusion）这种左派议题写的都挺好，和我上小学时比，管理更严格，许多措施也都更周到合理。但整个手册对DEI的重视程度和表述方式让我震惊，就好像DEI的部分和其他部分是两套意识形态不同的班子写的。我看不出规章手册是保守派妥协后的阳奉阴违，还是革命派夺权后初试锋芒。
有人戏称美国在经历自己的文化大革命，依我看这种说法不算空穴来风。但对于DEI，国内和右派的宣传又常常将其夸大扭曲甚至妖魔化，也有诸多偏颇之处。不如我们就一起看看我身边真实的例子。
该手册的第一个夸张之处在于在开宗明义的部分（见手册第五页），在学校推崇的四点期望，把Equity and Inclusion（平等和包容）放在了第一，甚至在第二名safety and wellbeing（安全和身心健康）之前。第三是academic excellence（优异的学术成绩），第四是technology and digital etiquette/citizenship（电子世界文明行为）。人身安全都排不到第一，可见文化大革命的厉害。
该手册第二个夸张之处在于给分标准。这一段我直接摘抄，并请chatgpt翻译，大家自己看就行了。
Grading Policy
Prescott’s grading policy is grounded in accuracy, bias resistance, and self-determination, so students are empowered to achieve high, holistic growth. The school expects each students’ grades to represent their mastery of concepts and content. Teachers, parents, and staff engage with students to facilitate their holistic growth across disciplines, including the arts and physical education, as well as social-emotional learning (SEL). Ultimately, students are responsible for their learning.
成绩评定政策
普雷斯科特的成绩评定政策基于准确性、抵抗偏见和自我决定，从而使学生有能力实现高水平、全面的成长。学校期望每个学生的成绩代表他们对概念和内容的掌握。教师、家长和工作人员与学生互动，以促进他们在各个学科的全面成长，包括艺术和体育，以及社会情感学习（SEL）。最终，学生对自己的学习负责。
Accuracy
First and foremost, we want grading to be accurate: We want our calculations to be mathematically correct and reflective of the feedback. But we want our grades to be more than that. We want to prevent omnibus grades that include such a diversity of information that they become misleading. We don’t want to include so much information that we confuse our students who work hard and follow directions but don’t know the standards or our students who know the standards but have weaker study habits and are less compliant. We want to make sure we don’t include irrelevant information that makes our grade ambiguous, and we don’t exclude information that renders our grade deficient or incomplete. Our assessments are based on Illinois’ learning standards.
(Adapted from Joe Feldman’s Grading for Equity)
准确性
首先，我们希望成绩评定是准确的：我们希望我们的计算在数学上是正确的，并能反映反馈。但我们希望我们的成绩不仅如此。我们希望避免包含如此多样化信息的综合成绩，以至于变得具有误导性。我们不希望包含太多信息，以至于我们混淆了努力工作并遵循指示但不了解标准的学生，或了解标准但学习习惯较弱、较不遵守规定的学生。我们要确保我们不包含使我们的成绩模糊不清的无关信息，也不排除使我们的成绩缺失或不完整的信息。我们的评估基于伊利诺伊州的学习标准。
（改编自乔·费尔德曼的《公平评分》）
Bias Resistant
As we’ve seen, traditional grading promotes and reinforces a system that sorts students and replicates achievement and opportunity disparities. Our grading practices must give all students and opportunity to succeed regardless of privilege. Yet this is not enough. We are self-aware enough to know that although we are committed to creating classrooms and schools where every student can and will succeed, we unavoidably carry our conscious and unconscious biases. Therefore, our vision of grading requires grading practices that not only counteract the biases embedded in twentieth century grading but that also act as a check on those biases we bring into classrooms. We want grades to systemically promote the success of every student, but we need our grades to be “inoculated,” to resist infection by our own subjective biases, particularly when those biases are based on a student’s race, gender, family income, first language, or special needs.
(Adapted from Joe Feldman’s Grading for Equity)
抵抗偏见
正如我们所见，传统的成绩评定促进并加强了一种对学生进行分类并复制成就和机会差异的系统。我们的成绩评定实践必须给予所有学生成功的机会，无论其特权如何。然而，这还不够。我们足够自知，虽然我们致力于创建每个学生都能并将会成功的课堂和学校，但我们不可避免地带有我们的有意识和无意识的偏见。因此，我们对成绩评定的愿景要求的成绩评定实践不仅要抵制嵌入在20世纪成绩评定中的偏见，还要作为检查我们带入课堂的那些偏见的一种手段。我们希望成绩系统性地促进每个学生的成功，但我们需要我们的成绩被“接种”，以抵抗我们自己主观偏见的感染，特别是当这些偏见基于学生的种族、性别、家庭收入、第一语言或特殊需求时。
（改编自乔·费尔德曼的《公平评分》）
Self-determination: Empowering and Providing Agency
Grades serve as the endpoints of rich, layered, personalized feedback that motivates students to understand themselves situated in the context of a particular domain (e.g., Writing, Social Emotional Learning, Algebra). Grading encompasses a process of introduction to and eventually mastery of concepts and content. Teachers and students interact throughout the process via direct feedback, self-reflection, peer feedback, and multiple iterations, so the student knows throughout the process triangulated feedback on their progress toward mastery. With such textured feedback, grading should empower and motivate students to act on their path toward mastery and ultimately use their mastery of concepts and content to positively impact their own lives and their community. Teachers have the responsibility to ensure that the grading system grants agency and tools to individual students to act on their current knowledge status and ultimately achieve their learning goals.
(Adapted from Joe Feldman’s Grading for Equity)
自决：赋能并提供主体性
成绩是丰富的、分层的、个性化的反馈的终点，这种反馈激励学生理解自己在特定领域（例如，写作、社会情感学习、代数）中的定位。评分包括了一个从介绍到最终掌握概念和内容的过程。在这个过程中，教师和学生通过直接反馈、自我反思、同伴反馈和多次迭代进行互动，因此学生在整个过程中都能知道他们在掌握目标方向上的进展情况的三角反馈。有了这样细致的反馈，评分应该赋予学生动力，并激励他们在通往掌握的道路上采取行动，最终利用他们对概念和内容的掌握，积极影响自己的生活和社区。教师有责任确保评分系统赋予个别学生行动的主体性和工具，以便他们能根据当前的知识状态采取行动，并最终实现他们的学习目标。
（改编自乔·费尔德曼的《公平评分》）
第三个初看有点不适应，但我现在已经见怪不怪的点是学校的洗手间政策，大概说的是大家根据自己的性别认知选定一个喜欢的就好。但请大家记住，在洗手间问题上如此包容的这个学校，校规里是规定天天必须穿校服才能上学，在校期间不能用手机，甚至不能喝水之外的饮料或者吃口香糖和糖果的。
Some Prescott bathrooms are non-gender or gender-neutral bathrooms, also known as all-gender bathrooms or inclusive bathrooms. These are facilities designed to accommodate individuals of any gender identity expression. These types of bathrooms promote inclusivity, respect, and equal access for all individuals, regardless of their gender identity. Bathrooms at Prescott are labeled as all gender (1st floor), girls+ (3rd floor), or boys+ (2nd floor). These district policies affirm the rights of individuals to use the bathroom that aligns with their gender identity and explicitly prohibit discrimination or harassment based on gender identity or expression.
一些普雷斯科特的卫生间是无性别或性别中性卫生间，也被称为全性别卫生间或包容性卫生间。这些设施旨在适应任何性别认同表达的个体。这类卫生间促进包容性、尊重和平等权利，对所有个体开放，无论其性别认同如何。普雷斯科特的卫生间标识为全性别（一楼）、女生+（三楼）或男生+（二楼）。这些地区政策确认个体使用与其性别认同一致的卫生间的权利，并明确禁止基于性别认同或表达的歧视或骚扰。