I agree with the Herald that the “adaptive testing” model for the HS exit exam is asinine. The more Qs a student gets wrong, the easier the Qs get? This does not assess basic skills proficiency. However, this isn’t new. As a teacher I have had case managers write into IEPs that students could only be held accountable for minimal work. Rather than ask for help to guide them through challenges, the challenges are removed. The bar is dropped, not based on ability but effort. Some IEPs are well-written and ethical but others are meant to gaslight parents and bump kids through.