Unreasonable teachers

[Anonymous]

Anonymous wrote:My son goes to a private school and they fired the teacher at the end of the year. Now the new teachers are holding remediation classes on Friday afternoons to make up for the “hard” teacher who taught nothing the previous year.

Was it a language teacher? If you don’t know school you speak of, sad there are at least 2 then with same scenario.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

Respectfully, why not then give the numerical grade and curb the grade with the understanding that they need to evolve on those processes? Grades are to reflect where the student is based on current expectations not future expectations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

Respectfully, why not then give the numerical grade and curb the grade with the understanding that they need to evolve on those processes? Grades are to reflect where the student is based on current expectations not future expectations.

Because retakes. If a kid gets an A on a crummy response in September, they'll never look at it again and never learn how to write properly for that content. If I mark it all up with feedback and give it an A, it will end up in the trash and they'll never retake it and learn from the commentary.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

I am exceedingly transparent with kids and parents in why and how I do what i do. Full rubrics written by the college board are dissected in class before and after assessments. We talk about what "justify" or "explain" means in terms of their language. Half the kids are just find at the beginning of the year and have As and Bs because they pick it up quickly. The other half takes a quarter to get there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

Respectfully, why not then give the numerical grade and curb the grade with the understanding that they need to evolve on those processes? Grades are to reflect where the student is based on current expectations not future expectations.

The teacher is grading per AP standards which they should be. College is like this as well. Students may struggle on the 1st test/paper and then learn what is expected from the class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

OP here. I appreciate this teacher’s perspective, we just haven’t received that level of transparency and coupled with other AP teachers not being so harsh on the grading, it is easily misunderstood by students. Thus the mad rush by students requesting to switch out or drop down. This was not even brought up at BTSN so why would any of us know what’s standard AP grading practice and not? Is it truly a style of grading that’s recommended by the AP Board or a preference of the teacher? Why then aren’t all the teachers following protocol? I appreciate the openness of the teachers on here but am left wondering if that’s truly the case for my DS’s class.

[Anonymous]

This does happen a lot and it causes the kids a large amount of stress.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

OP here. I appreciate this teacher’s perspective, we just haven’t received that level of transparency and coupled with other AP teachers not being so harsh on the grading, it is easily misunderstood by students. Thus the mad rush by students requesting to switch out or drop down. This was not even brought up at BTSN so why would any of us know what’s standard AP grading practice and not? Is it truly a style of grading that’s recommended by the AP Board or a preference of the teacher? Why then aren’t all the teachers following protocol? I appreciate the openness of the teachers on here but am left wondering if that’s truly the case for my DS’s class.

I think many teachers are in their own echo chamber and do not realize the impact of their style has on their students. When an equivalent class with another teacher does not do this, it begs the question why would a harsh teacher choose to do this. I think transparency from the start would go a long way in calming students stress levels and foster better relations between parents and teachers to help kids. Just be honest and transparent in your system and let students know why you choose to be tough grader vs. the teacher of the same class that chooses a more reasonable path.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

OP here. I appreciate this teacher’s perspective, we just haven’t received that level of transparency and coupled with other AP teachers not being so harsh on the grading, it is easily misunderstood by students. Thus the mad rush by students requesting to switch out or drop down. This was not even brought up at BTSN so why would any of us know what’s standard AP grading practice and not? Is it truly a style of grading that’s recommended by the AP Board or a preference of the teacher? Why then aren’t all the teachers following protocol? I appreciate the openness of the teachers on here but am left wondering if that’s truly the case for my DS’s class.

I think many teachers are in their own echo chamber and do not realize the impact of their style has on their students. When an equivalent class with another teacher does not do this, it begs the question why would a harsh teacher choose to do this. I think transparency from the start would go a long way in calming students stress levels and foster better relations between parents and teachers to help kids. Just be honest and transparent in your system and let students know why you choose to be tough grader vs. the teacher of the same class that chooses a more reasonable path.

+1 we are going through this now with one of my son’s AP classes. Thinking about dropping bc it’s just not worth it. Wish he’d never signed up for it in the first place.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

OP here. I appreciate this teacher’s perspective, we just haven’t received that level of transparency and coupled with other AP teachers not being so harsh on the grading, it is easily misunderstood by students. Thus the mad rush by students requesting to switch out or drop down. This was not even brought up at BTSN so why would any of us know what’s standard AP grading practice and not? Is it truly a style of grading that’s recommended by the AP Board or a preference of the teacher? Why then aren’t all the teachers following protocol? I appreciate the openness of the teachers on here but am left wondering if that’s truly the case for my DS’s class.

I think many teachers are in their own echo chamber and do not realize the impact of their style has on their students. When an equivalent class with another teacher does not do this, it begs the question why would a harsh teacher choose to do this. I think transparency from the start would go a long way in calming students stress levels and foster better relations between parents and teachers to help kids. Just be honest and transparent in your system and let students know why you choose to be tough grader vs. the teacher of the same class that chooses a more reasonable path.

Tough grader could equal the good grader. Reasonable could equal lenient with no standards.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

OP here. I appreciate this teacher’s perspective, we just haven’t received that level of transparency and coupled with other AP teachers not being so harsh on the grading, it is easily misunderstood by students. Thus the mad rush by students requesting to switch out or drop down. This was not even brought up at BTSN so why would any of us know what’s standard AP grading practice and not? Is it truly a style of grading that’s recommended by the AP Board or a preference of the teacher? Why then aren’t all the teachers following protocol? I appreciate the openness of the teachers on here but am left wondering if that’s truly the case for my DS’s class.

I think many teachers are in their own echo chamber and do not realize the impact of their style has on their students. When an equivalent class with another teacher does not do this, it begs the question why would a harsh teacher choose to do this. I think transparency from the start would go a long way in calming students stress levels and foster better relations between parents and teachers to help kids. Just be honest and transparent in your system and let students know why you choose to be tough grader vs. the teacher of the same class that chooses a more reasonable path.

Tough grader could equal the good grader. Reasonable could equal lenient with no standards.

Not sure I follow. At the end of the day, the tough grader’s grade will be stacked up against the reasonable grader’s grade on a college app and the kid who worked harder and maybe learned more will look worse on paper. Our AP teacher needs to strike that balance otherwise they are doing a disservice to hard working kids for no reason other than they think they are being tough for the right reasons. You’re just screwing them over

[Anonymous]

So what do you think their professors will be like in college? Will you complain when they’re too harsh?

[Anonymous]

Anonymous wrote:So what do you think their professors will be like in college? Will you complain when they’re too harsh?

Doesn’t the same apply to the kid who gets to breeze thru the same class? And you don’t think college kids complain about their professors…they tend to be much more helpful to students than high school teachers these days. Office hours and all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s tough when teachers use AP multiple choice questions and base their grade on the percentage correct. In order to get a 5 you don’t need to get 90% correct.

So for example APUSH, 60-65 percent will have you most likely passing with a 3 on the actual AP Test. 70 percent is 4 territory. 80 percent will get you a 5. It is really rare to get 100% on any AP test. But if teachers give tests from released questions they have access to and use a traditional grading scales, students find getting A’s challenging.

I do this. But then I curve grades. In my AP course a 50% in may is generally a 3 on the exam, so I curve test scores so that 50% becomes a C-, 65% becomes a B-, and an 80% becomes an A-. That is a smidge tougher than college board's scoring (it's pretty close to 50 (3)/60 (4)/ 75 (5) in reality) but I figure my unit tests on a small chunk of limited standards are easier than the test in May with a year's worth of material and a much longer block of time.

The reality is that at the beginning of the year kids don't perform at a "5" level. I am grading on an AP rubric, giving timely feedback, lots of practice, lots of opportunities to clarify, but it takes a couple of units to understand the AP way of responding to FRQs. By November/December I've got them trained and I usually suggest saving retakes on FRQs until then. It's built in spiral review to study for unit 1/2/3 in December, and the content will feel easier at that point anyway.

By May, my gradebook will be 80% As and Bs, 15% Cs, and 1 or 2 Ds. Right now, with 1 test on the books, it's 30% Ds and I have a couple of Fs. Some will drop when they realize the class is hard, but most will rise to the challenge and improve.

Obviously some of my colleagues are lazy (sorry), but some of us are legitimately training your children to perform at a higher level and they just aren't there yet.

If that’s your process then why not be transparent to parents and more importantly, the students about it? It just causes unnecessary anxiety and stress. I think sometimes students just need to understand that they’ll be ok if they keep putting in the work.

To be clear, my DC doesn’t find the material particularly difficult and does know it well. If it were a multiple choice test for example, they’d have 100%. It’s just they don’t understand the subjective grading that dings them for really small things. Meanwhile their peers are breezing thru the same class with other teachers and a fraction of the work.

This teacher seems transparent, probably not the one OP is referring to.

OP here. I appreciate this teacher’s perspective, we just haven’t received that level of transparency and coupled with other AP teachers not being so harsh on the grading, it is easily misunderstood by students. Thus the mad rush by students requesting to switch out or drop down. This was not even brought up at BTSN so why would any of us know what’s standard AP grading practice and not? Is it truly a style of grading that’s recommended by the AP Board or a preference of the teacher? Why then aren’t all the teachers following protocol? I appreciate the openness of the teachers on here but am left wondering if that’s truly the case for my DS’s class.

I think many teachers are in their own echo chamber and do not realize the impact of their style has on their students. When an equivalent class with another teacher does not do this, it begs the question why would a harsh teacher choose to do this. I think transparency from the start would go a long way in calming students stress levels and foster better relations between parents and teachers to help kids. Just be honest and transparent in your system and let students know why you choose to be tough grader vs. the teacher of the same class that chooses a more reasonable path.

This is when the department heads and principals need to step in and assess the situation. It would not be hard for them to see the grades in one class/teacher versus another and address the discrepancy. They should be asking why every kid in one class has maybe a B- and everyone else in another class has an A+.

Unfortunately a lot of kids end up dropping a class that they should be doing just fine in just like their classmates who just happened to luck out with an easy teacher.