Reply to MCPS report cards -- how common is ES?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]22:45 here - My ES in math kid tends to go crazy on math assignments...he does the basic work but then writes almost proofs or long explanations of what he's doing, spontaneously provides other examples, gives the teacher new problem sets on the back. He also uses much larger numbers than the worksheets might suggest, so if it is a simple thing on even and odds (just an example, this is something they did much earlier in the year), he will compare numbers in the millions or something with decimals, etc. He also does things with negative numbers, fractions, etc. He basically just challenges himself for fun on the worksheets.[/quote]

Thats great and exactly what I think ES is intended to be...  not just that everything was done correctly but that student went above and beyond what was asked for...[/quote]

I think it's great this child does this, but crazy that that would be required for an ES.  Kids, by their nature, usually don't go and make up their own school work.  Also, many kids (even in 3rd grade) are balancing school, sports, family life and other activity.  Frankly, in our house, our oldest is like the child described above, and I often have to say -- "stop, think about your time.  If you want to go to basketball practice, just finish the worksheet as asked and stop going beyond.  You can do beyond, later after practice on your own."

Also, on a policy level, it's not appropriate to have ES be for non-explicit criteria (i.e. going beyond and answering questions that aren't even on the worksheet).  In many cultures this wouldn't even be within the realm of expectations.  And, there's really no way to "grade" what is offered beyond the worksheet.  [/quote]

Why are you (people) obsessed with ES?!?!  In my opinion WAAAYYY too many A's are given out to where its meaningless.  It should be rare to get a top grade.

In the end it doesn't really matter, if you are proficient you are proficient.  People show proficiency in different ways.  The kid with the ES is not over your child.  Gosh..[/quote]

For the sake of argument, let's say you are right that "it should be rare to get a top grade."  Ok, fair enough.  But, isn't it also fair to be clear about the expectations?  I'm fine with not giving out A's or ES's or whatever letter unless they are truly earned.  The problem here is that no one can explain to parents (or to kids), with any legitimate degree of clarity, exactly what is required to earn that grade.  My issue is not with how many top grades are earned/given, my problem is that no one knows what is required to earn those grades.

Let's use the real world as an example here.  Laws and regulations can't be "arbitrary and capricious" because of the inherent unfairness created when there is no clear direction about what is legal/acceptable.  In my opinion, 2.0 and it's grading policy is the definition of arbitrary and capricious.[/quote]

It is stipulated but understanding cannot be explained...

When you write an essay how does one determine what's an A essay versus a B essay?  You can't....  Instructors simply know it when they see it.

Your asking for something that is not applicable[/quote]

Baloney. It is entirely possible to establish grading criteria, even for writing an essay.[/quote]

Please provide an example then.  They should be everywhere if you are correct.[/quote]

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