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[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Maybe that’s your school’s rule. It’s not fcps’s

”If the opportunity to reassess is only available to students who score below an 80 percent, then the eligible student’s highest score up to 80 percent should be entered into the gradebook. If the opportunity is open to all students, then the student’s highest score should be entered into the gradebook.“

https://www.fcps.edu/academics/grading-and-reporting/secondary/grading-assignments-and-assessments

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

Unless your kid goes to Madison with the ever changing grading policies and where nothing formative counts, don’t complain.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

Unless your kid goes to Madison with the ever changing grading policies and where nothing formative counts, don’t complain.

Or unless you're a kid that goes to Madison and can't figure out when you already understand the material and when you need to do the practice... don't complain.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

There is no FCPS school that allows a 75 to be retaken and reentered up to a 100, while simultaneously not allowing an 85 to be reattempted.

There are 2 methods. First, the most common is retakes can be attempted if you make below an 80. The highest grade you can earn is an 80 (no matter what you score on the retake). Second, there are a very few schools that allow retakes up to a 100. These schools allow anyone (even those who scored a 90 or so) to retake.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

This is the policy. If everyone is allowed to retake, then it can be up to 100 percent. If it's just allowed for kids who scored below an 80, then they can only get up to an 80%:

If the opportunity to reassess is only available to students who score below an 80 percent, then the eligible student’s highest score up to 80 percent should be entered into the gradebook. If the opportunity is open to all students, then the student’s highest score should be entered into the gradebook.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

There is no FCPS school that allows a 75 to be retaken and reentered up to a 100, while simultaneously not allowing an 85 to be reattempted.

There are 2 methods. First, the most common is retakes can be attempted if you make below an 80. The highest grade you can earn is an 80 (no matter what you score on the retake). Second, there are a very few schools that allow retakes up to a 100. These schools allow anyone (even those who scored a 90 or so) to retake.

This was indeed the policy at Thoreau for a few classes. It was irritating but fortunately was not in the classes that go on their high school transcript. I have wondered if there was just a problem with the teacher misapplying the policy because it doesn’t make much sense for a school-wide policy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

There is no FCPS school that allows a 75 to be retaken and reentered up to a 100, while simultaneously not allowing an 85 to be reattempted.

There are 2 methods. First, the most common is retakes can be attempted if you make below an 80. The highest grade you can earn is an 80 (no matter what you score on the retake). Second, there are a very few schools that allow retakes up to a 100. These schools allow anyone (even those who scored a 90 or so) to retake.

It's absurd that some schools allow students to retest and get up to 100 while others cap retakes at 80. It should be the same across the system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually Joe Feldman’s (author of Grading for Equity) research shows it’s an approach that results in less As for white students and less Ds and Fs for non-white students.

Also, there is an ongoing debate about the move away from content learning to skills-based learning. I don’t think it’s a good idea and think kids learn less. It does let kids slack off and still do ok in the end.

Speeches he’s given always note as the first reason equity grading is important is because traditional grading methods hurt kids who can’t do homework because they are watching younger siblings or working. At jmhs, what is the percentage of the student population this specific concern impacts? I’m guessing it is less than 1-2%. It would have to be only kids who either work or watch siblings AND but for the babysitting/work they would be doing their hw.

So if equity is everything for the school board, isn't doing away with the 4.0 grading scale and standards based grading moving away from equity grading and back to a more traditional method?

I have an 8th grader as my oldest and I'm still trying to figure this out. His 7th grade teachers did a mix of what I know as traditional scoring on a 100 point scale with a rolling gradebook vs. skills/standards based grading with rolling gradebook (this was the long column of "I can" statements). My 7th grader really hated the 4.0 scale. I never got a handle on how it worked.

I remember him being annoyed once when he got an 80% on a science test which brought his grade down to a B+. He wasn't allowed to retake it because he didn't "fail enough". He wished he'd missed one more question and then he could have retaken it and gotten a perfect. He was starting to realize he should just fail all his tests to see what's on them and then get a perfect the second time around! Seems like a strange system.

Retakes are only supposed to go up to 80 percent or a B whatever that is in any system.

Not the case at every school and it's irritating af. Why should some kids get two bites to get the A and others only get one?

I think its fairly problematic that kids with a 75 can get an A but kids with an 85 are stuck with a B. I think if you are going to allow retakes, it should only be for below 60.

There is no FCPS school that allows a 75 to be retaken and reentered up to a 100, while simultaneously not allowing an 85 to be reattempted.

There are 2 methods. First, the most common is retakes can be attempted if you make below an 80. The highest grade you can earn is an 80 (no matter what you score on the retake). Second, there are a very few schools that allow retakes up to a 100. These schools allow anyone (even those who scored a 90 or so) to retake.

This was indeed the policy at Thoreau for a few classes. It was irritating but fortunately was not in the classes that go on their high school transcript. I have wondered if there was just a problem with the teacher misapplying the policy because it doesn’t make much sense for a school-wide policy.

Clearly, this issue should've been taken up with the admin. The teacher was incorrect. Hopefully, parents will speak up if further mistakes that occur within schools.

[Anonymous]

Standards based grading does not flow this policy. You have to move on and hope the next unit is easier for you. And then two grades can be made higher. Tough out of luck if the next unit is harder for you. You should have learned on your own time apparently.

[Anonymous]

So then there are at least three different ways summative retakes occur per fcps policy and then rogue teachers who do their own thing because no one in admin cares to stop them.

[Anonymous]

Anonymous wrote:So then there are at least three different ways summative retakes occur per fcps policy and then rogue teachers who do their own thing because no one in admin cares to stop them.

There are TWO ways retakes occur per fcps policy. If parents alert the admin about the "rogue teachers," then they can be corrected. Admin does care. If you feel that your child's school is not correctly following the policy, then you should elevate to FCPS central admin.

[Anonymous]

Anonymous wrote:Standards based grading does not flow this policy. You have to move on and hope the next unit is easier for you. And then two grades can be made higher. Tough out of luck if the next unit is harder for you. You should have learned on your own time apparently.

I think what ends up happening is that the students get further behind and the pace of the class slows over time. Less gets covered and not as much depth. Even if I work with my kid to make sure they complete all practice, if the majority of the class doesn’t do that, then it’s going to have sn impact on the quality of the class.