APS and Grading for Equity - Discuss

[Anonymous]

Anonymous wrote:I’d be fine with retakes if the test were different every time. Then the student would still be on the hook for the curriculum rather than performing sanctioned cheating.

In our school, the tests don’t change.

I'm one of the PPs
Totally agree with this!!!

[Anonymous]

Anonymous wrote:I’d be fine with retakes if the test were different every time. Then the student would still be on the hook for the curriculum rather than performing sanctioned cheating.

In our school, the tests don’t change.

And who has to write the new exam?

This is an unreasonable imposition on teachers (if teachers want to do it, fine)

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’d be fine with retakes if the test were different every time. Then the student would still be on the hook for the curriculum rather than performing sanctioned cheating.

In our school, the tests don’t change.

And who has to write the new exam?

This is an unreasonable imposition on teachers (if teachers want to do it, fine)

But obviously re-answering the same exact questions doesn't show same mastery as answering correctly the first time. This is why retests are a bad idea.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

Whoever is posting in support of this is probably someone in the school administration. SBG makes it possible for this person to say they are working on closing the gap without really doing anything but mandating training for teachers. If you are pro-SBG please start your own thread. No one will show up but some principals.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

Whoever is posting in support of this is probably someone in the school administration. SBG makes it possible for this person to say they are working on closing the gap without really doing anything but mandating training for teachers. If you are pro-SBG please start your own thread. No one will show up but some principals.

You have kids in APS?

I’m a parent with two kids in APS who’ve both had teachers do some level of flexibility around due dates and test corrections/retakes. It’s been a positive experience for them and with the extra flexibility they are more motivated to finish their work and learn the material.

Many teachers and parents like it because it centers schooling on learning, not grades. Did you read the recent thread on AEM?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

My kids are frustrated that there are kids in their 6th grade English class who can't read and the retests are papering it over. They just hope those kids don't pick intensified English next year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’d be fine with retakes if the test were different every time. Then the student would still be on the hook for the curriculum rather than performing sanctioned cheating.

In our school, the tests don’t change.

And who has to write the new exam?

This is an unreasonable imposition on teachers (if teachers want to do it, fine)

Well exactly. That is perhaps biggest issue for me, that all of this is a burden on the teachers. If teachers want to implement these ideas, fine, but clearly some do not and they shouldn't be forced to do it.

[Anonymous]

My kids are frustrated that there are kids in their 6th grade English class who can't read and the retests are papering it over. They just hope those kids don't pick intensified English next year.

If you don't like the fact that any kid can choose intensified, fight the school board over it. Push for rules that students must test into intensified with a NNAT or CogAt score. Unless parents push for these things, they won't happen.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

My kids are frustrated that there are kids in their 6th grade English class who can't read and the retests are papering it over. They just hope those kids don't pick intensified English next year.

Why are they worried about what other kids are doing?

[Anonymous]

Anonymous wrote:

My kids are frustrated that there are kids in their 6th grade English class who can't read and the retests are papering it over. They just hope those kids don't pick intensified English next year.

If you don't like the fact that any kid can choose intensified, fight the school board over it. Push for rules that students must test into intensified with a NNAT or CogAt score. Unless parents push for these things, they won't happen.

Why would you do that? Go to FCPS if you want segregation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

Whoever is posting in support of this is probably someone in the school administration. SBG makes it possible for this person to say they are working on closing the gap without really doing anything but mandating training for teachers. If you are pro-SBG please start your own thread. No one will show up but some principals.

You have kids in APS?

I’m a parent with two kids in APS who’ve both had teachers do some level of flexibility around due dates and test corrections/retakes. It’s been a positive experience for them and with the extra flexibility they are more motivated to finish their work and learn the material.

Many teachers and parents like it because it centers schooling on learning, not grades. Did you read the recent thread on AEM?

NP here. I have two kids in APS. One is in 8th and has had teachers who are flexible around due dates, and yes it has been a positive experience. But no teacher has implemented ALL of these proposals. There are higher expectations for soft skills like organization and because of that, DC has had to develop those skills. I am amazed with how much she has grown since sixth grade when she was getting Ds and Es because she didn't have those skills yet.

And to get a little more personal, DD is gifted but has massive executive functioning issues. She has no problem learning the material. For her, the point of school isn't learning content. She can do that on her own. School is for learning how to get good grades so that she can do okay in college and the rest of her life. I know her situation is unusual but it is by no means unique to her. A lot of us learned how to be more responsible in high school because we knew we would get bad grades if we weren't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’d be fine with retakes if the test were different every time. Then the student would still be on the hook for the curriculum rather than performing sanctioned cheating.

In our school, the tests don’t change.

And who has to write the new exam?

This is an unreasonable imposition on teachers (if teachers want to do it, fine)

But obviously re-answering the same exact questions doesn't show same mastery as answering correctly the first time. This is why retests are a bad idea.

Or students can just correct the incorrect answers and get partial credit. If it's a math problem, they still have to "show their work" to demonstrate how they got to the correct answer. So, isn't that like answering a new question? If it's a short answer or essay, they need to re-write it with more accurate information, better-supported statements, more complete responses. That also demonstrates better understanding of the material and information.
I don't see a problem with that. Indeed, I wish my kids would actually get their quizzes and exams back with sufficient comments from their teachers so that they CAN learn what they got wrong and why, and what they need to do to do better. A lot of quizzes are digital and "disappear" once submitted. Students just get a score, no information about what they got wrong or the ability to see the question and their response to try to figure out what they did/why they answered what they did, etc.

I've been opposed to "equitable grading" since I first heard of it. I will admit, however, that through the course of reading other's opinions and descriptions and experiences, that aspects of it are beneficial IF DONE RIGHT. Retaking multiple times per se isn't "doing it right." It's the feedback and correcting IN A TIMELY MANNER, including doing the assignments when they are assigned and due, that are beneficial.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

And it encourages others to NOT study and prepare the first time. It also deflates the spirit and motivation of students who don't need all the re-takes and second chances because they did their work and studied but are now getting the same grades as students who didn't put in the effort along the way. SOME students may be encouraged more because they know they'll have a second chance if they don't do well the first time. But let's not deny or dismiss the notion that other students may be negatively influenced.

No, it doesn’t. Retakes are time consuming and reduce total points possible.

Fake news.

Your "fake news" is my reality. So please stop it.

Tell your kid to forget what other kids are doing and focus on their own growth.

Your kid should be happy for other kids who are learning the material.

My kids are frustrated that there are kids in their 6th grade English class who can't read and the retests are papering it over. They just hope those kids don't pick intensified English next year.

Why are they worried about what other kids are doing?

They aren't able to do anything more than read passages (not a single novel assigned all year and only one short story) in school because some of the kids just can't handle it. Wouldn't that bother you if you were a student?

[Anonymous]

Anonymous wrote:

Anonymous wrote:
My kids are frustrated that there are kids in their 6th grade English class who can't read and the retests are papering it over. They just hope those kids don't pick intensified English next year.

Why are they worried about what other kids are doing?

Not PP, but here's why. APS is committed to getting more traditionally under-represented kids into the Intensified classes and having them succeed. If too many unprepared kids end up in the intensified classes and then strubble, the teachers will end up having to lower their teaching standards and intensified will essentially end up being no more challenging than the standard class. I have two middle schoolers and this is especially an issue for my rising eighth grader who is sick of having classes disrupted by kids who clearly don't want to be there and don't care about learning. He is hoping intensified will be a bit more self-selecting and will be comprised of students who are there because they actually want to learn and are ready to learn at a more challenging level.