What's in a Grade & An Update on Madison's Standards Based Report Card Scheme

Stafford Palmieri:

The red pen. In our still largely decentralized public school system, it's no big surprise that this old-fashioned instrument of ill repute gets starkly different treatment from district to district and state to state. Three locales, in fact, have recently reopened the question, "what's in a grade"--and come up with very different answers. Perhaps by evaluating these recent conversations, we can imagine what standard GPAs might look like.

Fairfax County, Virginia, parents are outraged that their children must score a 94 to receive an A. Neighboring counties give As for a mere 90, they argue, and they and their kids are being unfairly penalized when competing for college admission, national merit awards, even a lower car insurance bill. Parents have taken up arms in hopes that extended pressure on the district to follow the example of nearby school systems will lead to a lower bar; Fairfax is contemplating doing so.

Fairfax's one-county crusade against grade inflation is probably sacrificing its students on the altar of its ideals, as parents allege, and remedying that problem is not difficult. Despite cries of the old "slippery slope," shifting the letter-number ratio to match neighboring counties will ultimately benefit Fairfax students (in the short term at least) when it comes to college admissions and the like.

Pittsburgh has tackled the other end of the grading spectrum. All failing grades (those of 50 or below) will henceforth be marked down as 50 percent credit in grade books. Long on the books but only recently enforced, this policy, the district claims, is simply giving students a better chance to "catch up" in the next quarter since quarters are averaged into semester and yearlong grades. "A failing grade is still a failing grade," explains district spokeswoman Ebony Pugh. Seems not to matter if it's a 14 or a 49. Round up to 50.

Locally, the Madison School District is implementing "Standards Based Report Cards" in the middle schools.

I've wondered what the implementation of this initiative tells parents, citizens and taxpayers, not to mention students about the new Superintendent? See his memo on the subject here. More here.

The State of Wisconsin's standards are changing, according to this Department of Public Instruction. Peter Sobol's post on the WKCE's suitability for tracking student progress is illuminating:

... The WKCE is a large-scale assessment designed to provide a snapshot of how well a district or school is doing at helping all students reach proficiency on state standards, with a focus on school and district-level accountability. A large-scale, summative assessment such as the WKCE is not designed to provide diagnostic information about individual students. Those assessments are best done at the local level, where immediate results can be obtained. Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum.

Much more on report cards here.

Posted by Jim Zellmer at October 6, 2008 7:30 AM
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