Message from Jack Smith about Grade Inflation

[Anonymous]

Anonymous wrote:

Anonymous wrote:I work for the county and would never send my kids to private. Outcomes for children with the same backgrounds and SES is the same. If that money is burning a hole in your pocket, you'd be better served spending it on enrichment.

That is exactly what many studies have shown. The same kid will do the same at any of these schools. Although a school's average may be affected by it's overall SES, individual outcomes are a function of the individual's SES.

Sorry but wrong again. Please show me these studies (recent please). I know for a fact had my son stayed in the W school cluster he was in for middle school, he would not have the same outcome. When he went from 8th grade (on honors track) public school to private 9th grade, he had so much catch up to do in writing skills especially. He was SO behind the kids who had been in private all along. Kids do NOT learn to write effectively in MCPS, but they are getting A's in the classes. THAT is one form grade inflation.

[Anonymous]

Plus how about art, and play time, and the opportunity to develop close relationships with teachers, or love of learning. Not the same, sorry. Doesn't mean every private is better than every public, or every kid should do private, but you're over-simplifying.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work for the county and would never send my kids to private. Outcomes for children with the same backgrounds and SES is the same. If that money is burning a hole in your pocket, you'd be better served spending it on enrichment.

That is exactly what many studies have shown. The same kid will do the same at any of these schools. Although a school's average may be affected by it's overall SES, individual outcomes are a function of the individual's SES.

Sorry but wrong again. Please show me these studies (recent please). I know for a fact had my son stayed in the W school cluster he was in for middle school, he would not have the same outcome. When he went from 8th grade (on honors track) public school to private 9th grade, he had so much catch up to do in writing skills especially. He was SO behind the kids who had been in private all along. Kids do NOT learn to write effectively in MCPS, but they are getting A's in the classes. THAT is one form grade inflation.

You mean to say that YOUR kid did not learn how to write that does not mean that no mcps kids do. Clearly the class sizes do not allow the kind of feedback a private school kid would get but my 2 kids are big readers and also great writers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I work for the county and would never send my kids to private. Outcomes for children with the same backgrounds and SES is the same. If that money is burning a hole in your pocket, you'd be better served spending it on enrichment.

That is exactly what many studies have shown. The same kid will do the same at any of these schools. Although a school's average may be affected by it's overall SES, individual outcomes are a function of the individual's SES.

The segregationists hate it when you talk about actual studies. They prefer folksy anecdotes.

[Anonymous]

Anonymous wrote:Plus how about art, and play time, and the opportunity to develop close relationships with teachers, or love of learning. Not the same, sorry. Doesn't mean every private is better than every public, or every kid should do private, but you're over-simplifying.

How about sciences, Technologies, Math..not the same, sorry. Publics way ahead.

[Anonymous]

Anonymous wrote:
A Message from Superintendent Jack R. Smith - Grading and Assessment
Do_Not_Reply <[e-mail]> Today at 11:58 AM
To
Montgomery County Public Schools Recipients



Dear Parents and Guardians:

As you may have read or heard, Montgomery County Public Schools (MCPS) grading and assessment policies have been a subject of discussion in the media over the last several weeks. While we regularly discuss grading and reporting, including a robust discussion at the December 4, 2018, Board of Education meeting, I am reaching out to you directly to share some key points and context about grading and assessment in our school system.

The purpose of a classroom grade is to serve as a reflection of what students know and have learned. But grades are only one measure and must also be viewed in the context of multiple measures for student learning. For instance, measurements like ACT, SAT, AP/IB, district measures, career certifications, and state assessments each “provide valuable information because they measure different aspects of student performance and potential.” Through our Evidence of Learning Framework, we use these measures collectively to gauge the progress of all students.

Across the nation, school systems are grappling with this issue as they work to ensure this purpose is met for every student, in every classroom of their schools. MCPS has been a leader and innovator in working toward this shared purpose.

For those of you with children in MCPS in the two decades prior to my arrival in July 2016, you are likely aware that policies and protocols about grading and reporting changed significantly during that time period. As this memo outlines, there have been a series of changes that have impacted grading since 2000, including administering districtwide Algebra 1 final examinations; the adoption of the Maryland College and Career Ready Standards; a transition to more frequent, standards-aligned progress checks; allowing students to retake a high school course for a replacement grade (Drop and Replace); and revising the semester grade calculations for high school courses to remove the downward trend calculation and replace it with a mathematical grade calculation.

Recent data for the class of 2018 show that there has been an increase in the number of A’s awarded to students. This increase has led some to express concern that grade inflation is taking place in our schools. It is important to note that two changes in particular (transition to progress checks and Drop and Replace) impacted the class of 2018, as the changes were implemented during their tenure in high school.

We take concerns about grade inflation seriously. When grade inflation takes place, it creates a false sense of success for some students and a false sense of failure for others.

Since 2016, we have been consistently monitoring outcomes of grading and assessment practices, in relation to the other measures, to ensure they accurately reflect student learning. We have and continue to be prepared to recommend adjustments based on our findings.

Recently, MCPS partnered with Montgomery College to explore the impact of using students’ grades in selected MCPS courses to determine placement in credit-bearing courses in lieu of using the ACCUPLACER (college entrance/placement exam to determine whether students should be placed in credit-bearing courses). For these students, the grades assigned by their teacher have been a better predictor of their potential to achieve success in a credit-bearing course. The ACCUPLACER, as a single test measure, may have placed these same students in a remedial class based on a single test score.

It is possible that the changes in our grading and assessment practices have unintentionally led to grades that are not as reflective of student learning as we intended. It is also possible that the previous model for final exams and downward trend calculation grading suppressed student outcomes and that current grades better reflect student learning. Data from 2013 show how the final exam model did and did not affect outcomes for students. Based on this data, returning to the aforementioned model would be a mistake. It should be noted that there is nothing preventing a teacher from giving a summative final classroom assessment if they believe it will benefit student progress in learning. Moreover, there may be factors unrelated to policy, including improved teacher practices and better access to real time student data, that created a foundation for student improvement. Our ongoing analysis will help us determine if any of these possibilities are supported by evidence.

There are dozens of grading systems in schools across the country and research shows none is perfect. What we do know is that grading must be centered on what is best to assess student learning. MCPS will continue to monitor the impact of our policies and practices to reflect this goal.

Sincerely,
Jack. R. Smith, Ph.D.
Superintendent of Schools

Can someone please tell me what is the gist. It all jumps at me at once. I am dyslexic. Thanks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I work for the county and would never send my kids to private. Outcomes for children with the same backgrounds and SES is the same. If that money is burning a hole in your pocket, you'd be better served spending it on enrichment.

That is exactly what many studies have shown. The same kid will do the same at any of these schools. Although a school's average may be affected by it's overall SES, individual outcomes are a function of the individual's SES.

Link?

[Anonymous]

Anonymous wrote:
A Message from Superintendent Jack R. Smith - Grading and Assessment
Do_Not_Reply <[e-mail]> Today at 11:58 AM
To
Montgomery County Public Schools Recipients



Dear Parents and Guardians:

As you may have read or heard, Montgomery County Public Schools (MCPS) grading and assessment policies have been a subject of discussion in the media over the last several weeks. While we regularly discuss grading and reporting, including a robust discussion at the December 4, 2018, Board of Education meeting, I am reaching out to you directly to share some key points and context about grading and assessment in our school system.

The purpose of a classroom grade is to serve as a reflection of what students know and have learned. But grades are only one measure and must also be viewed in the context of multiple measures for student learning. For instance, measurements like ACT, SAT, AP/IB, district measures, career certifications, and state assessments each “provide valuable information because they measure different aspects of student performance and potential.” Through our Evidence of Learning Framework, we use these measures collectively to gauge the progress of all students.

Across the nation, school systems are grappling with this issue as they work to ensure this purpose is met for every student, in every classroom of their schools. MCPS has been a leader and innovator in working toward this shared purpose.

For those of you with children in MCPS in the two decades prior to my arrival in July 2016, you are likely aware that policies and protocols about grading and reporting changed significantly during that time period. As this memo outlines, there have been a series of changes that have impacted grading since 2000, including administering districtwide Algebra 1 final examinations; the adoption of the Maryland College and Career Ready Standards; a transition to more frequent, standards-aligned progress checks; allowing students to retake a high school course for a replacement grade (Drop and Replace); and revising the semester grade calculations for high school courses to remove the downward trend calculation and replace it with a mathematical grade calculation.

Recent data for the class of 2018 show that there has been an increase in the number of A’s awarded to students. This increase has led some to express concern that grade inflation is taking place in our schools. It is important to note that two changes in particular (transition to progress checks and Drop and Replace) impacted the class of 2018, as the changes were implemented during their tenure in high school.

We take concerns about grade inflation seriously. When grade inflation takes place, it creates a false sense of success for some students and a false sense of failure for others.

Since 2016, we have been consistently monitoring outcomes of grading and assessment practices, in relation to the other measures, to ensure they accurately reflect student learning. We have and continue to be prepared to recommend adjustments based on our findings.

Recently, MCPS partnered with Montgomery College to explore the impact of using students’ grades in selected MCPS courses to determine placement in credit-bearing courses in lieu of using the ACCUPLACER (college entrance/placement exam to determine whether students should be placed in credit-bearing courses). For these students, the grades assigned by their teacher have been a better predictor of their potential to achieve success in a credit-bearing course. The ACCUPLACER, as a single test measure, may have placed these same students in a remedial class based on a single test score.

It is possible that the changes in our grading and assessment practices have unintentionally led to grades that are not as reflective of student learning as we intended. It is also possible that the previous model for final exams and downward trend calculation grading suppressed student outcomes and that current grades better reflect student learning. Data from 2013 show how the final exam model did and did not affect outcomes for students. Based on this data, returning to the aforementioned model would be a mistake. It should be noted that there is nothing preventing a teacher from giving a summative final classroom assessment if they believe it will benefit student progress in learning. Moreover, there may be factors unrelated to policy, including improved teacher practices and better access to real time student data, that created a foundation for student improvement. Our ongoing analysis will help us determine if any of these possibilities are supported by evidence.

There are dozens of grading systems in schools across the country and research shows none is perfect. What we do know is that grading must be centered on what is best to assess student learning. MCPS will continue to monitor the impact of our policies and practices to reflect this goal.

Sincerely,
Jack. R. Smith, Ph.D.
Superintendent of Schools

So a bunch of MCPS grads attended Montgomery College, took some placement exams, and were told to take remedial classes. And Jack smith’s conclusion is the teachers high grade shows the student really mastered the material so the “one test” score should be discarded.

Wow. Hope WAsh Post puts that followup in its paper and real estate section.

Delusional.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

I am simply amazed at how some parents think things should remain the same because they want their kids to have good grades (without working for it). They are willing to sacrifice a solid education for an exaggerated representation of their performance in school, which colleges know is just that - exaggerated. These parents are in for a rude awakening when college search comes along.

So as a former university professor, I can tell you that top grades are a combination of organization, maturity, hard work and intelligence. HS and MS kids who are intelligent may simply lack the maturity or executive functioning developmental skills to get good grades in a truly rigorous K-12 curriculum but many of those same kids will mature later on and have no problem in college. There is an argument to be made that forcing kids to exercise executive functioning skills that developmentally they don't have yet simply wrecks their academic motivation and self esteem. They accept being a B or C students rather than having their development sped up.

Sorry, I don't buy that either. I have one of those kids who has executive functioning challenges. ADHD and severe executive function issues. Loses things ALL THE TIME (still as a senior). Ninth grade was a struggle, sophomore still tough, but better, junior year huge improvement, etc. He is in a rigorous private high school. Just got accepted to a top 10 university. Managed to get an almost perfect SAT score. But still disorganized lol.

Are you saying that schools should dumb down the curriculum so that these disorganized kids can thrive? I don't think so. Let them fail and learn by their mistakes. Also for those who require it, there are accommodations. Don't sacrifice strength in overall academics just to accommodate the few.

No, they are saying that schools should teach executive function skills— just like the private schools in DC do.

I have adhd kids , spouse, etc as well. Their hyper focus allows them to excel at one this at a time. And heir intelligence masks their disorganization, for now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Plus how about art, and play time, and the opportunity to develop close relationships with teachers, or love of learning. Not the same, sorry. Doesn't mean every private is better than every public, or every kid should do private, but you're over-simplifying.

How about sciences, Technologies, Math..not the same, sorry. Publics way ahead.

Some publics might be teaching more advanced science/math, but not all, and kids are going to need many other skills in the changing economy. Who wants to educate replaceable, anxious robots? And besides, not every kid plans to work in a lab or a tech company. I'd rather my kid had a more well-rounded curriculum and was encouraged to think creatively, read broadly, have wide-ranging interests, etc There's no reason publics can't teach kids similarly to privates--it's how it was done just one generation ago in many, many systems.

[Anonymous]

My 3 kids are in a W cluster, and all 3 have HATED science. The classes are not hands on, the curriculum is awful, and I have nothing great to say about the teachers. Child #2 is incredibly disappointed that she now has to take physics next year because of yet another standardized test requirement (MISA). First child was able to take Environmental something as a Jr and was able to escape another deadly MCPS science class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Plus how about art, and play time, and the opportunity to develop close relationships with teachers, or love of learning. Not the same, sorry. Doesn't mean every private is better than every public, or every kid should do private, but you're over-simplifying.

How about sciences, Technologies, Math..not the same, sorry. Publics way ahead.

Some publics might be teaching more advanced science/math, but not all, and kids are going to need many other skills in the changing economy. Who wants to educate replaceable, anxious robots? And besides, not every kid plans to work in a lab or a tech company. I'd rather my kid had a more well-rounded curriculum and was encouraged to think creatively, read broadly, have wide-ranging interests, etc There's no reason publics can't teach kids similarly to privates--it's how it was done just one generation ago in many, many systems.

Public schools in general teach STEM way better than privates.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Plus how about art, and play time, and the opportunity to develop close relationships with teachers, or love of learning. Not the same, sorry. Doesn't mean every private is better than every public, or every kid should do private, but you're over-simplifying.

How about sciences, Technologies, Math..not the same, sorry. Publics way ahead.

Some publics might be teaching more advanced science/math, but not all, and kids are going to need many other skills in the changing economy. Who wants to educate replaceable, anxious robots? And besides, not every kid plans to work in a lab or a tech company. I'd rather my kid had a more well-rounded curriculum and was encouraged to think creatively, read broadly, have wide-ranging interests, etc There's no reason publics can't teach kids similarly to privates--it's how it was done just one generation ago in many, many systems.

Public schools in general teach STEM way better than privates.

True, and the privates can't hold a candle to the magnets, and if your kid can't get into a magnet, you're probably just wasting money on a private anyway.

[Anonymous]

Funny, my sidwell friends high schooler neighbor was in robotics club and the school got him a $10k grant to work in the science contest robotic submarine plus found an indoor pool to work in it. He went ivy for ugrad and grad- in biochem.
That STEM kid worked his butt off but loved every second of it (high school at SFS). He turned down Blair magnet, plus other private schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Plus how about art, and play time, and the opportunity to develop close relationships with teachers, or love of learning. Not the same, sorry. Doesn't mean every private is better than every public, or every kid should do private, but you're over-simplifying.

How about sciences, Technologies, Math..not the same, sorry. Publics way ahead.

Some publics might be teaching more advanced science/math, but not all, and kids are going to need many other skills in the changing economy. Who wants to educate replaceable, anxious robots? And besides, not every kid plans to work in a lab or a tech company. I'd rather my kid had a more well-rounded curriculum and was encouraged to think creatively, read broadly, have wide-ranging interests, etc There's no reason publics can't teach kids similarly to privates--it's how it was done just one generation ago in many, many systems.

Public schools in general teach STEM way better than privates.

True, and the privates can't hold a candle to the magnets, and if your kid can't get into a magnet, you're probably just wasting money on a private anyway.

Magnets lack personality. That is the main reason DS who is bright and gifted went to private. We were looking for a school with great academics but also offered another dimension that makes the HS experience special. For him, it was a school with a religious component and focus on service. It really worked out quite nicely for him and he has gotten into every college he applied to so far.