APS and Grading for Equity - Discuss

[Anonymous]

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Bingo! Equity should really be about having high expectations for all of the students. Providing them a great education, and the supports they need to access it.

[Anonymous]

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

It is even harder to track how kids in ES are doing, and to identify when they need services.

[Anonymous]

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

WTF does that have to do with APS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

[Anonymous]

Anonymous wrote:Some of the biggest lessons are learned when one fails.

So you fail a test. Is it better to go back and figure out what you did wrong and redo it -or- just take the F?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Look on VADOE's Youtube Channel for Grading and Equity.

LCPS and FCPS are already doing something like this.

Youngkin is pushing equity?

Do the MAGAs know?

Ignore the troll

Yup. APE/MAGA losers are active today.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

My kids can retake every test and quiz - I am not sure about retaking multiple times, but being able to retake everything just seems like too much. This is combined with the fact that anyting above an 80% gets translated into an A ("meets expectations") is just crazy to me.

[Anonymous]

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Bingo! Equity should really be about having high expectations for all of the students. Providing them a great education, and the supports they need to access it.

Yes, this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

It should be about both. Neither system alone addresses both fully. A balanced combination of the two would be the most effective and the most meaningful.

Again, students aren't getting unlimited retakes. It's a manufactured "issue".

My kids can retake every test and quiz - I am not sure about retaking multiple times, but being able to retake everything just seems like too much. This is combined with the fact that anyting above an 80% gets translated into an A ("meets expectations") is just crazy to me.

Why does it seem like “too much”? It’s another opportunity to review and master the material again.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Equitable grading" practices vary based on how the concept is implemented, but the primary stated goal of proponents is to combat "institutional bias" and eliminate racial disparities in grade outcomes through a variety of tactics. Among the least controversial is the removal of grade penalties for late assignments and the ability to retake or redo assignments, often on an unlimited basis.

But proponents of the novel grading practices also advocate the elimination of "zero grades" by using a 50-100 scale. Under that scale, a student cannot receive a grade lower than 50, even if the assignment was never submitted, thereby creating a much higher grade floor and enabling students to achieve passing grades more easily.

Key Points of "Grading for Equity" at APS:

1. no late penalty on homework or any class assignment
2. allow unlimited retakes and redos
3. 50% min. score (even if you did nothing)
4. homework can't count towards grades
5. Final exams weigh heavily (but don't forget point #2 above)
6. attendance can't count towards grades (hey if you think you can pass that final exam, no need to come to class anymore)

Basically, every student will pass their courses, no more fails. achievement gap will be closed.

All based on just a random guy's book, not research based. No data support. Sounds familiar? yes, Joe Feldman is the new Lucy Calkins.

This is absolutely correct. Most shocking is that kids literally have zero consequences for cutting class. Sure their parents might be informed but no impact on class grade at all. So go ahead and cut class all you want, copy the assignments off someone and then retake until you learn the test enough to pass w a decent grade. Kids are smart and already gaming the system.

There are students who come to school at best 10% of the time but still pass the class. No consequence whatsoever.

Wait, non-attendance has zero consequences for your grades? Has anyone told the travel forum?!

Why would attendance ever affect grades?

If kids attend enough that they aren’t truant and they do well on assignments what is the big deal?

If they miss tests and can't retake that would impact grades

But they can take retakes.

Students are allowed to take a test whenever they feel like it. It’s better than McDonald’s drive thru. No consequences whatsoever, because equity.

What exactly is wrong with retakes?

LOL! How many do you think should be allowed? These are kids growing up and thinking cpnsequences for anything in life are unfair.

Is it about learning consequences or about learning the material?

Retakes encourage learning the material.

Students won't get unlimited retakes anyway. Red herring from lazy MAGA.

I’ve subbed in classes like this: kids are given a quiz with ten questions, and they take and retake the quiz until they get a score they are satisfied with. They might start with a 5/10 and in the course of 45 minutes get it up to a 9/10. Kids who don’t know the material at all never got their scores up that high but none of them seemed particularly interested in going back and studying for a higher grade.

I really think there can be space for retakes, and for some classes I like the idea of testing on mastery rather than how hard it was for you to get to the point of mastery. But I don’t know about the implementation here.

[Anonymous]

Anonymous wrote:

Wakefield teacher pushback slowed the rollout within APS for now, it appears. Also APS Hispanic parents have pushed back against the descriptive assessments of subject mastery and prefer the old letter grades.

Yep. It's always the UMC white-savior complex parents and staff that drive these things

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have two Maryland high school women graduates working for me. Both are functionally illiterate.

Both women are smart but they went to poor school districts in one of the poorest counties in Maryland.

I asked the one who is a supervisor to write a recommendation letter for another employee. The letter was embarrassing.

Both women will never move beyond low end jobs due to being illiterate. It is sad because both women are smart. They were poorly served by the school district.

A high school degree should mean that you can write a proper sentence and be able to do basic math.

Wow, that is damning (I believe you). I do think there is one other part that will determine the outcome: attitude. You can work hard to bring yourself up to scratch or even excel at any age, but I’m worried that the new policy really emphasizes no consequences for bad attitudes, with no rewards for good attitudes and work ethics. And also promotes that everyone should feel entitled to unlimited re-do’s and no accountability… believing that their subpar performances are great.

More manufactured “concern”.

It encourages learning the material. It encourages more kid to try and improve.