If you didn't read Part 1 (below), you won't realize why I have adopted this grading solution.
After you read Part 1, you may not like this solution. I do not like this solution. But Part 1 details how all the teachers in the San Juan Unified School District were needlessly and deliberately thrown into a no-win scenario. And there are no good solutions to a no-win scenario.
The object lesson provided by the highest-paid district leadership and the dues-collecting union officials couldn't be clearer:
Angry, misguided, vocal minorities operating on incorrect information are to be respected and appeased.You could start with a well-reasoned, correct and deliberative position. But abandon it without a fight when any opposition is mounted. Ill-informed? Misguided? It doesn't matter. It's opposition, so capitulation is the expedient response.
I don't like it. It's a policy that comforts the comfortable while afflicting the afflicted. But it wasn't my call. I argued against it to no avail.
But the call has been made and I must roll with it.
It's clear that none of the decision-makers have ever been classroom teachers. If they had, they would realize that they were asking teachers to keep a double set of gradebooks: one set for students happy with the default C/NC and a second for students who were petitioning for letter grades. My god.
I am sure that after throwing teachers under the bus, district and union leadership imagined energetic and innovative teachers would find some way to thread the eyeless needle and develop a second set of online/distance learning policies that would keep students fully engaged with powerful teaching and learning.
And they may be onto something. A colleague compared his Unit 5 and Unit 6 test scores. The Unit 5 test was administered in a secure classroom setting. The average score was under 40%. His Unit 6 test administered online. The average was over 100%. He had clearly made a successful transition to online learning and his students were shining in this new environment. Only a hardened cynic would so much as suggest that elevated Unit 6 scores may have been influenced by cheating of any kind.
So yes, I'm giving all my students A's. Because I have no idea what each of them is up against, but I do know exactly what I'm up against. I will share the news of this obvious grade inflation as far and wide as I can. Admissions officers at colleges and universities need to know: I'm giving all my students A's for Spring 2020. And I'm not the only one. Check out this news from San Francisco. The angry, misguided petitioners' victory is entirely pyrrhic.
I'm giving all my students A's. Because when everyone gets an A, no one gets and A.
But doesn't that hurt students who could have distinguished themselves from their classmates with a performance-based A supported by documentary evidence? Yes it does. But in Spring 2020, we do not possess the means to assemble that performance-based documentary evidence.
That's why Credit / No Credit was the sole correct solution to the circumstances. Those are the only honest grades that can be earned this semester. But the district abandoned honesty. And so will I.
Do colleges and universities need to populate their freshman classes with appropriately capable students? Yes they do. But the Spring 2020 grades in your course (and many courses across the country) may not be an honest reflection of students' capabilities. True. Somehow, colleges will need to overcome The Grade Inflation Pandemic of 2020. I have confidence in their abilities to do so.
Primary source documentation available in the comments.