For a variety of reasons, really stupid metrics in tech have mostly not had staying power, which reduces how much of a problem people consider them to be. Plenty of companies have attempted to institute some kind of LoC or normalized-LoC or other such system to measure programmer productivity, and they are mostly ridiculed as laughingstocks of the profession. Whereas the dumb, unvalidated metrics seem to be actually making inroads in education.
To some extent tech benefits from there being giant piles of money everywhere, which limits how much leverage stupid employers have over their employees (where legal, they try to use noncompetes to counteract that effect).
An interesting feature of this decision, though, is that it interprets the "right to education" in the state Constitution as creating an enforceable, quite broad right, rather than merely a general principle: any government policy that stands in the way of students receiving an effective education is (according to this holding) unconstitutional. If that stands as precedent, students may have another way to combat poorly designed metrics: such metrics might also be unconstitutional. (One problem, of course, is that there's no clear limiting factor for this principle; it essentially empowers judges to make policy decisions about what stands in the way of good education.)
To some extent tech benefits from there being giant piles of money everywhere, which limits how much leverage stupid employers have over their employees (where legal, they try to use noncompetes to counteract that effect).
An interesting feature of this decision, though, is that it interprets the "right to education" in the state Constitution as creating an enforceable, quite broad right, rather than merely a general principle: any government policy that stands in the way of students receiving an effective education is (according to this holding) unconstitutional. If that stands as precedent, students may have another way to combat poorly designed metrics: such metrics might also be unconstitutional. (One problem, of course, is that there's no clear limiting factor for this principle; it essentially empowers judges to make policy decisions about what stands in the way of good education.)