Anonymous wrote:Ditto on Aspen. Have a look at where that C is coming from. Is it that you child regularly gets "only" 60-so out of a 100 points or are full point assignments littered with zero-point ones, suggesting he/she does not turn work in when/where it's due? Also see there how the grade breaks down between assignments, classwork, homework, and tests. And then figure out whether it's worth fretting over and how, all the while keeping in mind that it's sometimes the teacher's fault.
I really like our school's focus on student led conferences with parents. Students are asked to analyze their grades in this way, assess whether they are good grades or have room for improvement, based on their own level and goals, and what they intend to change about relevant aspects, such as for example organizing homework differently, or doing it at a different time. You saying "oh, my God a C is bad" isn't helpful in any way. But you saying "hey, look here, I see you're doing really well on tests (clearly, you're getting it) but less well on homework, why is that?" may be.
+1, it is an opportunity to discuss what is going on and what needs to change. My DC is a very strong student but missing work pulled a grade down a full grade. I have used it as an opportunity to engage on organizational and planning skills and establish regular check ins to make sure she stays on track. And I pointed out to DC that one of the benefits of doing the work on time is not having me checking in on her homework as much.
Also, some middle school grades do count, Algebra I and above in math and the 8th grade language classes are all high school level classes that count on college applications.
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