Anonymous wrote:I agree. It has to be possible to come back from a missed assignment. Especially when they are “turned in” online and there can be glitches where the teacher doesn’t get it. I have a middle schooler and a high schooler. They have had situations where they can show a teacher that they turned something in, and they email the teacher and attach it too, and the teacher says they never got it. If these missed assignments were a 0, a student could get an A on 5 assignments and a 0 on one, and get a D in the class. That’s not right.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hear what you’re saying, but a 50 is still a failing grade. If a kid does 2 assignments and earns an A on the first and an E on the second, I think it makes sense that it averages to a C, which only happens in this scenario. (95 + 0 /2= E vs 95 + 50/2 = C).

I question the semester grades more. My DD only wants to work hard for the 1st and 3rd quarters because once she has earned an A, she can relax for the 2nd and 4th quarters. I hate that!

When I was in public high school (different State) our grade ranges were

A 94-100
B 85-93
C 77-84
D 68-76
F 67 or lower

We not only got zeros for work that wasn’t turned in or had zero correct answers, but if you got one wrong answer on a test with 12 questions, you got a B, even if you showed mastery of the material. There were no retakes, but teachers could offer extra credit questions or projects. Furthermore, the trend in your quarterly grades influenced your semester grade. If you had an A in 1st quarter and a B in 2nd quarter, your semester grade was a B. But if you earned a B in 3rd quarter and then an A in 4th quarter, your semester grade was an A. One kid could earn 2 A’s and 2 B’s during the year in a given class and end up with a final grade of B, while another student in the same class could earn those same grades in a different sequence and have a final grade of A.

I was okay with rampant grade inflation during the pandemic because it was all such a struggle and students (and teachers!) needed flexibility to hang in there, but it does seem as though grades don’t necessarily reflect performance in general.

I do not understand why there should be a quarter grade in the first place which then gets averaged somehow to arrive at a semester grade. It is unfair if (A in the first quarter and B in the second quarter) leads to a semester grade of B; but if it leads to a semester grade of A, it results in grade inflation and students blowing off the second quarter.

I have family in the midwest, and their HS kid does not get letter grades on a quarterly basis. They get letter grades only at the end of the semester.

Quarter grades are fine and not the issue. This isn’t grade inflation. It’s socially passing which harms a child. Grade inflation are things like calling everything honors and giving higher marks than deserved.

Awarding an A grade to a student that scores 84.5%+ for the semester (89.5%+ (A) in one marking period and 79.5%+ (B) in the other) is not grade inflation?!! Giving an A to a student that only deserves a B (not even a B+ or high B at that) is not "giving higher marks than deserved" ??!!

If you think this is not grade inflation, you have no right to complain about grade inflation. (I do agree that this is not the only cause.)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hear what you’re saying, but a 50 is still a failing grade. If a kid does 2 assignments and earns an A on the first and an E on the second, I think it makes sense that it averages to a C, which only happens in this scenario. (95 + 0 /2= E vs 95 + 50/2 = C).

I question the semester grades more. My DD only wants to work hard for the 1st and 3rd quarters because once she has earned an A, she can relax for the 2nd and 4th quarters. I hate that!

When I was in public high school (different State) our grade ranges were

A 94-100
B 85-93
C 77-84
D 68-76
F 67 or lower

We not only got zeros for work that wasn’t turned in or had zero correct answers, but if you got one wrong answer on a test with 12 questions, you got a B, even if you showed mastery of the material. There were no retakes, but teachers could offer extra credit questions or projects. Furthermore, the trend in your quarterly grades influenced your semester grade. If you had an A in 1st quarter and a B in 2nd quarter, your semester grade was a B. But if you earned a B in 3rd quarter and then an A in 4th quarter, your semester grade was an A. One kid could earn 2 A’s and 2 B’s during the year in a given class and end up with a final grade of B, while another student in the same class could earn those same grades in a different sequence and have a final grade of A.

I was okay with rampant grade inflation during the pandemic because it was all such a struggle and students (and teachers!) needed flexibility to hang in there, but it does seem as though grades don’t necessarily reflect performance in general.

I do not understand why there should be a quarter grade in the first place which then gets averaged somehow to arrive at a semester grade. It is unfair if (A in the first quarter and B in the second quarter) leads to a semester grade of B; but if it leads to a semester grade of A, it results in grade inflation and students blowing off the second quarter.

I have family in the midwest, and their HS kid does not get letter grades on a quarterly basis. They get letter grades only at the end of the semester.

Quarter grades are fine and not the issue. This isn’t grade inflation. It’s socially passing which harms a child. Grade inflation are things like calling everything honors and giving higher marks than deserved.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hear what you’re saying, but a 50 is still a failing grade. If a kid does 2 assignments and earns an A on the first and an E on the second, I think it makes sense that it averages to a C, which only happens in this scenario. (95 + 0 /2= E vs 95 + 50/2 = C).

I question the semester grades more. My DD only wants to work hard for the 1st and 3rd quarters because once she has earned an A, she can relax for the 2nd and 4th quarters. I hate that!

When I was in public high school (different State) our grade ranges were

A 94-100
B 85-93
C 77-84
D 68-76
F 67 or lower

We not only got zeros for work that wasn’t turned in or had zero correct answers, but if you got one wrong answer on a test with 12 questions, you got a B, even if you showed mastery of the material. There were no retakes, but teachers could offer extra credit questions or projects. Furthermore, the trend in your quarterly grades influenced your semester grade. If you had an A in 1st quarter and a B in 2nd quarter, your semester grade was a B. But if you earned a B in 3rd quarter and then an A in 4th quarter, your semester grade was an A. One kid could earn 2 A’s and 2 B’s during the year in a given class and end up with a final grade of B, while another student in the same class could earn those same grades in a different sequence and have a final grade of A.

I was okay with rampant grade inflation during the pandemic because it was all such a struggle and students (and teachers!) needed flexibility to hang in there, but it does seem as though grades don’t necessarily reflect performance in general.

I do not understand why there should be a quarter grade in the first place which then gets averaged somehow to arrive at a semester grade. It is unfair if (A in the first quarter and B in the second quarter) leads to a semester grade of B; but if it leads to a semester grade of A, it results in grade inflation and students blowing off the second quarter.

I have family in the midwest, and their HS kid does not get letter grades on a quarterly basis. They get letter grades only at the end of the semester.

Anonymous wrote:It's a touchy subject but is this how low the expectations are?

https://thermtide.com/9320/popular/the-mcps-50-percent-rule-inadequately-prepares-students-for-the-future/

Anonymous wrote:

Anonymous wrote:I hear what you’re saying, but a 50 is still a failing grade. If a kid does 2 assignments and earns an A on the first and an E on the second, I think it makes sense that it averages to a C, which only happens in this scenario. (95 + 0 /2= E vs 95 + 50/2 = C).

I question the semester grades more. My DD only wants to work hard for the 1st and 3rd quarters because once she has earned an A, she can relax for the 2nd and 4th quarters. I hate that!

When I was in public high school (different State) our grade ranges were

A 94-100
B 85-93
C 77-84
D 68-76
F 67 or lower

We not only got zeros for work that wasn’t turned in or had zero correct answers, but if you got one wrong answer on a test with 12 questions, you got a B, even if you showed mastery of the material. There were no retakes, but teachers could offer extra credit questions or projects. Furthermore, the trend in your quarterly grades influenced your semester grade. If you had an A in 1st quarter and a B in 2nd quarter, your semester grade was a B. But if you earned a B in 3rd quarter and then an A in 4th quarter, your semester grade was an A. One kid could earn 2 A’s and 2 B’s during the year in a given class and end up with a final grade of B, while another student in the same class could earn those same grades in a different sequence and have a final grade of A.

I was okay with rampant grade inflation during the pandemic because it was all such a struggle and students (and teachers!) needed flexibility to hang in there, but it does seem as though grades don’t necessarily reflect performance in general.

Anonymous wrote:

Anonymous wrote:My kid got a 65% on a test recently. He studied hard and met with a tutor. This is for math and it's hard for him. I'd be pissed if a student got a 50% and didn't do anything more than write their name on it. Nothing should get nothing.

Why would you be pissed? Your kid scored a whole letter grade above the kid that did nothing.

Anonymous wrote:OP - and "F" is an "F" is an "F". And it's awfully hard to come back from an F. Stop obsessing on "these kids should be punished!!" An "F" grade is bad-enough.

If there's a way for them to work extremely hard and have a prayer of bringing the grade up to a D or low C, let it happen. In almost all cases it won't end up higher than a D. Not affecting you. Not causing any problems for your student who does their work and does well. Get off your high horse.

Anonymous wrote:

Anonymous wrote:OP - and "F" is an "F" is an "F". And it's awfully hard to come back from an F. Stop obsessing on "these kids should be punished!!" An "F" grade is bad-enough.

If there's a way for them to work extremely hard and have a prayer of bringing the grade up to a D or low C, let it happen. In almost all cases it won't end up higher than a D. Not affecting you. Not causing any problems for your student who does their work and does well. Get off your high horse.

Not the OP (I'm the PP who said the policy used to bother me but it's growing on me). The issue (for me, at least) isn't what grade some other person's kid is earning, but the incentives my own kid is facing. I try to teach accountability at home and I really feel undermined when the teachers are letting so many things go. This particular policy has grown on me because I think 50% can create accountability without tanking a kid's grade with one bad decision. But some of the other policies (not enforcing due dates is a big one) really make it hard for me to parent. The intersection of this practice with delayed grading makes it difficult for me to even see when dd isn't turning things in on time. And my lectures on consequences for actions fall on deaf ears when teachers tell kids not to worry about it. I can be the bad guy, but life would be so much easier if the school's approach to accountability was the same as my own.

Anonymous wrote:OP - and "F" is an "F" is an "F". And it's awfully hard to come back from an F. Stop obsessing on "these kids should be punished!!" An "F" grade is bad-enough.

If there's a way for them to work extremely hard and have a prayer of bringing the grade up to a D or low C, let it happen. In almost all cases it won't end up higher than a D. Not affecting you. Not causing any problems for your student who does their work and does well. Get off your high horse.