Reply to APS and Grading for Equity

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Critics of grading for equity say there is [b]not enough empirical data[/b] 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 [b]by 24 teachers[/b]. The second was an urban district with two middle schools and one high school where 10,000 grades issued [b]by 37 teachers[/b] were charted. In both cases [b]the number of Ds and Fs declined, as did the number of As[/b]. 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.  
[b]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?  [/b][/quote]

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. [/quote]

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.  [/quote]
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[/quote]

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.  [/quote]

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