Anonymous wrote:No reason to have a super F
PP, an F is an F is an F
50% is an F
50%, however, allows for the *slight* hope, that if they try, they can might raise it to a D

This level of idiocy is why a third of the HS students in one of my prep are failing math. Socially promoted for years and they can't even do basic arithmetic.

as a student i am in 9th grade and my math grade in alg 2 honors is horrible bc i was a gifted kid so idk how to study and don't have any motivation to do homework, and now i'm wondering if i can just retake the class again next year because most people take alg 2 in 10th or 11th. no student left behind is one of the worst things ever

Anonymous wrote:If a student fails a core class and has to retake it and ends up with an A, does the prior attempt get erased or are they averaged? Would a college see the first attempt on a transcript?

From what I've read, both grades are reported.

Anonymous wrote:If the difference between an A and a B is 10 percentage points,

And the difference between a B and a C is 10 percentage points,and

The difference between a C and a D is 10 percentage points, then

Why shouldn't the difference between a D and an F be 10 percentage points?



All of this is really beside the point, and beyond the original question. My kid is not heading toward a GED. She is getting some Fs and will need to start taking responsibility for her future sooner or later. I think she has not yet accepted that her grades are for HER benefit, not mine. She'll figure it out. I think her strategy of doing the least and laying low is going to run out...as it should. I want her to feel the consequences. That's the only thing that will change her mindset. Maybe she'll be ready to take me up on working with a tutor! You can lead a horse to water, but you can't make them drink!

If it were my kid, I would want to understand why my kid was struggling. If the struggles are new, I'd want to make sure that there wasn't substance abuse or mental health (depression/anxiety) interfering. If the struggle is not new but just worse, I'd want to make sure that she didn't have any unidentified learning disabilities that she was previously able to compensate for, but now can't.

If a student fails a core class and has to retake it and ends up with an A, does the prior attempt get erased or are they averaged? Would a college see the first attempt on a transcript?

If the difference between an A and a B is 10 percentage points,

And the difference between a B and a C is 10 percentage points,and

The difference between a C and a D is 10 percentage points, then

Why shouldn't the difference between a D and an F be 10 percentage points?



All of this is really beside the point, and beyond the original question. My kid is not heading toward a GED. She is getting some Fs and will need to start taking responsibility for her future sooner or later. I think she has not yet accepted that her grades are for HER benefit, not mine. She'll figure it out. I think her strategy of doing the least and laying low is going to run out...as it should. I want her to feel the consequences. That's the only thing that will change her mindset. Maybe she'll be ready to take me up on working with a tutor! You can lead a horse to water, but you can't make them drink!

I can see it both ways. On the one hand you don’t want to allow kids to game the system and only turn in a couple of assignments the whole quarter and make a D because of the 50% thing. On the other hand, these are not kids who are trying for a college application, at least not for awhile. And as teens they don’t truly understand how not having a high school diploma will cripple them in the US job market. They’ll be at a crossroads soon where with a high school diploma they might settle down and turn things around. Without a diploma their options will be so few, they’ll be more likely to head down negative paths.

The temptation is to say, when they’re more mature and ready, they’ll have learned their lesson about not trying and get their GED. But will they? Will most of them? Unlikely, and the paths they start heading down will become set. I can see the school’s standpoint of trying everything they can to give kids shots at a better life before those choices disappear. Yeah, they’re encouraging gaming. But for every kid who games the system, there is a kid who realizes the hole isn’t so deep it’s impossible and turns things around enough to accomplish a diploma. And that’s who they’re trying to help.

Anonymous wrote:

Anonymous wrote:Wait. So 50% on assignments the students did not even attempt? That's preposterous.

I'm a professor, and deal with students from time to time who totally bomb of their own volition. Others work very hard and struggle, sometimes messing up then turning in assignments really late but they tried. THOSE students get 50% quite often, which can do something to raise their grade to a D or C-. But the ones who didn't show up/try/submit also get 50%? NO WAY.

you're a few years behind the times. Your opinion does not matter. The policy is already set.

Seriously I hate when adjunct professors at institutions designed to put adults in crippling debt think theyre equivalent to a K-12 public school teacher. Your experiences aren’t valid here. You serve adults, we serve kids. Your students are paying to be there by choice, ours are mandated to be in school. It’s nowhere near the same.