Students at Saratoga Springs High School deemed “privileged” through a school-sponsored ranking system are expected to “check it daily,” while those ranked toward the bottom are reminded they’re “very disprivileged.”

“It’s not acceptable. It’s inappropriate. It’s inexcusable to even be introduced into a classroom,” parent Michelle King, one of many unimpressed by the assignment, told WXXA.

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King explained her daughter and other students in the girl’s business class were assigned a “privilege reflection form” with questions spanning a variety of categories, from attractiveness, race, religion, sexual orientation, to ethnicity and disability.

The assignment included derogatory language for several categories, and assigned positive and negative points to student answers based on a perceived “privilege” attached to specific traits. The task tracks with a laser focus on “diversity” and “social justice” in schools spawned by “white privilege theory,” which argues America, including the education system, is hopelessly stacked against minorities and other “oppressed” groups to promote white supremacy.

It’s the basis for educator diversity training programs in public and private schools across the country and widely accepted as gospel in academia.

The activity in Saratoga Springs gives students 25 privilege points if they’re white, 25 points if they’re male, and 20 points if they’re straight; while students who are black subtract 100 points, females subtract 50 points and gay students subtract 150 points, according to The Daily Gazette.

Under religion, the worksheet assigned Jewish students 25 points and Christian students five points, while Muslims subtracted 50 points.

Parents posted images of the assignment to Facebook, where many sounded off about the offensive and insensitive questions and demanded answers about how it was used.

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The survey concluded with a scale that deemed students with negative 100 or more points “very disprivileged,” while those with more than 100 positive points were instructed to “check it daily.”

“It’s emotional abuse,” one parent posted online, according to the Daily Gazette. “Students are either made to feel guilt for being white, or made to feel like victims based on the negative score associated.”

King told WNYT she attempted to get clarification from school officials about the purpose of the assignment but her efforts were a waste of time.

“It didn’t make sense to me, so when I reached out to the principal and she said it was a connection to empathy for other cultures I was even a little more confused,” she said.

District officials issued a prepared statement that made no apology for the assignment, but rather defended it as a means to start a conversation about diversity, according to the television station.

“An unmodified version of the privilege reflection form was distributed to students without the removal of insensitive words,” the statement read. “The District does not condone the use of the document with these insensitive words.”

According to the Daily Gazette:

On Feb. 6, the day before the activity made its way to the marketing class, teachers at the high school participated in a professional development session on cultural competency and awareness. The privilege survey was not shared as part of that training, district spokeswoman Maura Manny said, but it was one of several activities discussed at a recent faculty meeting.

Students who spoke with the media also complained about the survey, which they described as a distraction to more important things.

“Looking at this, how am I supposed to rate myself walking around school and thinking I have to say if I’m fat, if I’m attractive, how tall am I, how short am I, that’s not something I should be thinking and it’s upsetting, student Meg Messitt told WNYT.