APS and Grading for Equity - Discuss

[Anonymous]

Does anyone believe the SB will actually listen to teachers? I'm nervous they're really just interested in the progressive fad of the day. I have no faith in them.

[Anonymous]

Remember Baltimore city schools adopted equitable grading policies several years ago…. How did that work out?

“More Than 12,500 Grades Changed From Failing To Passing At Baltimore High Schools Over Several-Year Span, Audit Finds”

https://www.cbsnews.com/amp/baltimore/news/baltimore-city-public-schools-high-school-grades-audit/

And this story recently…
https://foxbaltimore.com/amp/news/project-baltimore/state-test-results-23-baltimore-schools-have-zero-students-proficient-in-math-jovani-patterson-maryland-comprehensive-assessment-program-maryland-governor-wes-moore

[Anonymous]

^^ 23 Baltimore schools have zero students proficient in math, per state test results

[Anonymous]

Anonymous wrote:Does anyone believe the SB will actually listen to teachers? I'm nervous they're really just interested in the progressive fad of the day. I have no faith in them.

Exactly.

[Anonymous]

Anonymous wrote:Does anyone believe the SB will actually listen to teachers? I'm nervous they're really just interested in the progressive fad of the day. I have no faith in them.

We have an election right now. What are the candidates' positions on SBG?

[Anonymous]

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.

Some of these seem oddly based on negative stereotypes like POC not being able to attend class on time, unable to meet deadlines, etc. But aside from that, are public schools just giving up on study habits and work ethic? If so then we need to start talking about charters as these schools are no longer serving the public interest.

It’s still a good school district. Charters would ruin it. But so will this grading system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does anyone believe the SB will actually listen to teachers? I'm nervous they're really just interested in the progressive fad of the day. I have no faith in them.

We have an election right now. What are the candidates' positions on SBG?

Standards based grading does not necessarily have to be a bad thing. But no one should get credit for work they never did.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

If your son can't finish homework at night because of sports, you are over-scheduling. You also clearly don't value education as much you should be. If your kids need more time to focus on academics, you should find time by eliminating some sports.

I love how this "equity" thing is benefiting entitled and advantaged rich kids (by inflating his grades while he does no homework).

Catholic school policy is 90 minutes to 2.5 hours daily for grades 6-8 and 45 to 90 minutes daily for grades 3-5. Doing homework at extended day is not a good option--short time frame and noisy.

Getting home from school late (because unentitled and disadvantaged parents have to commute and be present at a job site, never had the option to work from home or at Starbucks like most) then evening sports and homework, my son thankfully has little to no time for gaming, YouTube, TV and the other mindless activities YOUR kids are doing at home!

Haaaaaaaaaa! Are your kids going to private school for free? Do you not make a living wage? Do you rent? I know lots of people in DC who make good money and still need to commute.

[Anonymous]

Anonymous wrote:Does anyone believe the SB will actually listen to teachers? I'm nervous they're really just interested in the progressive fad of the day. I have no faith in them.

I think that you can have no faith in them and also make your voice heard to try to change things. Are you a democrat? I ask because I heard that democrats tend to fare worse in the political realm in part because they don't bug their representatives enough and hold them accountable. We have nothing to lose so we might as well do what we can to at least irritate the school board.

[Anonymous]

Anonymous wrote:Does anyone believe the SB will actually listen to teachers? I'm nervous they're really just interested in the progressive fad of the day. I have no faith in them.

Hell no, they won’t. Parents need to speak up and stop this. At my APS high school, they’re planning on requiring us to give half credit in place of zeros next year. Please speak up! They do not card about what the teachers think.

[Anonymous]

For those who are curious, yes, APS is planning to REQUIRE all APS high schools (at least) to do all of these nonsense starting 2023-2024 school year. Most teachers oppose it? Apparently they don’t care.

[Anonymous]

Anonymous wrote:For those who are curious, yes, APS is planning to REQUIRE all APS high schools (at least) to do all of these nonsense starting 2023-2024 school year. Most teachers oppose it? Apparently they don’t care.

Yes most teachers I speak to do not support the way APS is implementing equity based grading. Schools have been rolling out aspects of it already (retakes, no deadlines for assignments, no penalty for skipping classes) but school board has not officially approved a PIP. So now is the time to reach out to them and flood their inboxes. I’ve spoken with Miranda about these concerns and let’s just say she’s earned my vote. She will be the voice of reason on the school board about these policies - hopefully along with Kadera and Pridddy. CDT is a lost cause and i can’t get a read on Bethany.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Critics of grading for equity say there is not enough empirical data or experience to suggest that the purported successes of the approach could work at scale. But Feldman says his book is replete with research citations, and he produced a 2018 report, School Grading Policies Are Failing Children: A Call to Action for Equitable Grading, with data from external evaluators culled from a survey of grading in two districts before and after they adopted equitable grading practices. The first district, comprising four suburban or rural high schools, surveyed 3,700 grades issued by 24 teachers. The second was an urban district with two middle schools and one high school where 10,000 grades issued by 37 teachers were charted. In both cases the number of Ds and Fs declined, as did the number of As. The report’s data also show a narrowing of achievement gaps between white and nonwhite students and between students of varying socioeconomic backgrounds.

Read the paragraph above and note the bolded words.

1. Feldman's data = 24 + 37 teachers. In vaccine terms, the vaccine trail hasn't even started but FDA (schools) are mandating it on kids.
2. "the number of Ds and Fs declined, as did the number of As" - how is inflating grades from F to pass & bring down top students' performance being touted as a success?

That’s the definition of reducing the achievement gap. What I’m unsure of is how this revolutionary approach to grading, homework, performance and student work affects the standardized test scores that actually determine a school’s accreditation.

Next on the agenda is to permanently eliminate those standardized tests, because "students are passing their classes but failing their SOLs, something must be wrong with the SOLs." or "SOL exams do not match students' grades", or "there is significant discrepancy between students' grades and their SOL scores". However, Feldman thinks final exams (that can be retaken unlimited times) should account for 100% of the grades, homework, class assignments/projects, attendance, efforts should not count at all. Somehow final exams are magic fix all, but SOL exams are bad.

The move away from SOLs has already begun. In 2017, VA reduced the number of verified credits needed for an advanced studies diploma (9VC to 5VC) and a standard diploma (6VC to 5VC). (Verified credits are awarded when a student passes the SOL in the associated class.) Once a student has the VCs needed for their diploma, they don't need to take further SOLs. This has reduced the number of students taking SOLs in courses impacted by the change.
https://www.doe.virginia.gov/parents-students/for-students/graduation/diploma-options

[Anonymous]

Personally I care more about good work habits and high standards for all students. I’m not all that supportive of the SOLs which were the result of No Child Left Behind in the 00s.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Critics of grading for equity say there is not enough empirical data or experience to suggest that the purported successes of the approach could work at scale. But Feldman says his book is replete with research citations, and he produced a 2018 report, School Grading Policies Are Failing Children: A Call to Action for Equitable Grading, with data from external evaluators culled from a survey of grading in two districts before and after they adopted equitable grading practices. The first district, comprising four suburban or rural high schools, surveyed 3,700 grades issued by 24 teachers. The second was an urban district with two middle schools and one high school where 10,000 grades issued by 37 teachers were charted. In both cases the number of Ds and Fs declined, as did the number of As. The report’s data also show a narrowing of achievement gaps between white and nonwhite students and between students of varying socioeconomic backgrounds.

Read the paragraph above and note the bolded words.

1. Feldman's data = 24 + 37 teachers. In vaccine terms, the vaccine trail hasn't even started but FDA (schools) are mandating it on kids.
2. "the number of Ds and Fs declined, as did the number of As" - how is inflating grades from F to pass & bring down top students' performance being touted as a success?

That’s the definition of reducing the achievement gap. What I’m unsure of is how this revolutionary approach to grading, homework, performance and student work affects the standardized test scores that actually determine a school’s accreditation.

Next on the agenda is to permanently eliminate those standardized tests, because "students are passing their classes but failing their SOLs, something must be wrong with the SOLs." or "SOL exams do not match students' grades", or "there is significant discrepancy between students' grades and their SOL scores". However, Feldman thinks final exams (that can be retaken unlimited times) should account for 100% of the grades, homework, class assignments/projects, attendance, efforts should not count at all. Somehow final exams are magic fix all, but SOL exams are bad.

The move away from SOLs has already begun. In 2017, VA reduced the number of verified credits needed for an advanced studies diploma (9VC to 5VC) and a standard diploma (6VC to 5VC). (Verified credits are awarded when a student passes the SOL in the associated class.) Once a student has the VCs needed for their diploma, they don't need to take further SOLs. This has reduced the number of students taking SOLs in courses impacted by the change.
https://www.doe.virginia.gov/parents-students/for-students/graduation/diploma-options

Without SOL exams or other state-wide standardized test, you'd never know how your kids are really doing academically, or that 23 Baltimore schools have 0% of students on grade level in math.