I’m not in favor of investigating things frivolously when there is no reason to think there’s any wrongdoing.

Saskatchewan is the birthplace of the NDP (Canada’s social democratic party), universal public healthcare (ever heard of Tommy Douglas?), and historically one of the pillars of the labour movement. It’s now the most conservative province, but still has tons of new immigrants, racial and cultural diversity, good education, and well funded government services. The SK NDP ruled almost continuously from 1971 to 2006.

SK is much more like midwestern farm states that were formerly pro-labour pro-union hotbeds but are now more moderate or conservative, like Iowa and Wisconsin.

I don’t think Canada has an Alabama. As conservative as they are, Alberta is wealthy, highly educated, and they frequently vote for women and POC. They like “small government”, but also have some of the highest paid government workers in the country. I just don’t see much similarity.

I think the comparison to Texas is more apt because they’re both conservative petro states with center left suburban sprawl cities.

I agree. Do you feel this proposal doesn’t address that? My hope is that sibling communities would allow us to keep redundancy and diversity while still enjoying some of the benefits of sometimes coming together.

I was curious about this topic, so I looked it up and found this Atlantic article.

It begins:

if the purpose of academic grading is to communicate accurate and specific information about learning, letter, or points-based grades, are a woefully blunt and inadequate instrument. Worse, points-based grading undermines learning and creativity, rewards cheating, damages students’ peer relationships and trust in their teachers, encourages students to avoid challenging work, and teaches students to value grades over knowledge.

Also, to clear up a possible misunderstanding (that I had and others may have), getting rid of letter grades does not mean getting rid of evaluation. Instead, students are assessed on whether they are achieving/not achieving proficiency in specific skills.