Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Read my last sentence. A kid who has all across the board on everything, will not be impacted. The kid who does not, will be. For example:

John gets As on every assignment and ends the year with an A.

Mary gets a low A- on two major assessments, a low A on one major assessment and 100s on homework, classwork, class participation, small quizzes, etc. Mary ends up with an A-. (Replace A- with all other grades lower than an A).

Now, during college application times, Mary's A- or whatever lower grade she has - is compared to other schools who provide that booster to grades which results in both Mary and John getting As on their transcripts when the Marys of those schools earned the same grades as the Mary in this school. If it is universal, it hurts less. If it is not universal, this hurts more. The only ones who really have a benefit from this are the kids who do little to no underlying work. They can end up with a C rather than a D or a B rather than a C.

I did not ask the question but none of this makes sense. John and Mary are fine.

Summary: it hurts the a-, b+, and b kids the most.

Correct it generally hurts nice umc white kids the most aka people who get higher grades because they do all the work not because they necessarily know the material the best

Again the final product aka test is what matters.

And to the DCUM crowd this is how college works so it's just preparing folks, where in some classes a mid-term and a final are all you get.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Read my last sentence. A kid who has all across the board on everything, will not be impacted. The kid who does not, will be. For example:

John gets As on every assignment and ends the year with an A.

Mary gets a low A- on two major assessments, a low A on one major assessment and 100s on homework, classwork, class participation, small quizzes, etc. Mary ends up with an A-. (Replace A- with all other grades lower than an A).

Now, during college application times, Mary's A- or whatever lower grade she has - is compared to other schools who provide that booster to grades which results in both Mary and John getting As on their transcripts when the Marys of those schools earned the same grades as the Mary in this school. If it is universal, it hurts less. If it is not universal, this hurts more. The only ones who really have a benefit from this are the kids who do little to no underlying work. They can end up with a C rather than a D or a B rather than a C.

I did not ask the question but none of this makes sense. John and Mary are fine.

Summary: it hurts the a-, b+, and b kids the most.

Correct it generally hurts nice umc white kids the most aka people who get higher grades because they do all the work not because they necessarily know the material the best

Again the final product aka test is what matters.

And to the DCUM crowd this is how college works so it's just preparing folks, where in some classes a mid-term and a final are all you get.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Read my last sentence. A kid who has all across the board on everything, will not be impacted. The kid who does not, will be. For example:

John gets As on every assignment and ends the year with an A.

Mary gets a low A- on two major assessments, a low A on one major assessment and 100s on homework, classwork, class participation, small quizzes, etc. Mary ends up with an A-. (Replace A- with all other grades lower than an A).

Now, during college application times, Mary's A- or whatever lower grade she has - is compared to other schools who provide that booster to grades which results in both Mary and John getting As on their transcripts when the Marys of those schools earned the same grades as the Mary in this school. If it is universal, it hurts less. If it is not universal, this hurts more. The only ones who really have a benefit from this are the kids who do little to no underlying work. They can end up with a C rather than a D or a B rather than a C.

I did not ask the question but none of this makes sense. John and Mary are fine.

Summary: it hurts the a-, b+, and b kids the most.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Read my last sentence. A kid who has all across the board on everything, will not be impacted. The kid who does not, will be. For example:

John gets As on every assignment and ends the year with an A.

Mary gets a low A- on two major assessments, a low A on one major assessment and 100s on homework, classwork, class participation, small quizzes, etc. Mary ends up with an A-. (Replace A- with all other grades lower than an A).

Now, during college application times, Mary's A- or whatever lower grade she has - is compared to other schools who provide that booster to grades which results in both Mary and John getting As on their transcripts when the Marys of those schools earned the same grades as the Mary in this school. If it is universal, it hurts less. If it is not universal, this hurts more. The only ones who really have a benefit from this are the kids who do little to no underlying work. They can end up with a C rather than a D or a B rather than a C.

I did not ask the question but none of this makes sense. John and Mary are fine.

Summary: it hurts the a-, b+, and b kids the most.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Read my last sentence. A kid who has all across the board on everything, will not be impacted. The kid who does not, will be. For example:

John gets As on every assignment and ends the year with an A.

Mary gets a low A- on two major assessments, a low A on one major assessment and 100s on homework, classwork, class participation, small quizzes, etc. Mary ends up with an A-. (Replace A- with all other grades lower than an A).

Now, during college application times, Mary's A- or whatever lower grade she has - is compared to other schools who provide that booster to grades which results in both Mary and John getting As on their transcripts when the Marys of those schools earned the same grades as the Mary in this school. If it is universal, it hurts less. If it is not universal, this hurts more. The only ones who really have a benefit from this are the kids who do little to no underlying work. They can end up with a C rather than a D or a B rather than a C.

I did not ask the question but none of this makes sense. John and Mary are fine.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Read my last sentence. A kid who has all across the board on everything, will not be impacted. The kid who does not, will be. For example:

John gets As on every assignment and ends the year with an A.

Mary gets a low A- on two major assessments, a low A on one major assessment and 100s on homework, classwork, class participation, small quizzes, etc. Mary ends up with an A-. (Replace A- with all other grades lower than an A).

Now, during college application times, Mary's A- or whatever lower grade she has - is compared to other schools who provide that booster to grades which results in both Mary and John getting As on their transcripts when the Marys of those schools earned the same grades as the Mary in this school. If it is universal, it hurts less. If it is not universal, this hurts more. The only ones who really have a benefit from this are the kids who do little to no underlying work. They can end up with a C rather than a D or a B rather than a C.

Anonymous wrote:Fairfax County parents praise grading policies that benefit their children, but condemn policies that they deem to threaten their child's competitive standing.

"Equity grading" or "easy grading" benefited all during the covid virtual environment and there were few complaints. But now, if low performers benefit, you all are suddenly up in arms. Same old story. A tale of race and fury.

Anonymous wrote:Another straw man. Just like CRT. Just like TJ admissions. Get the pitchforks out and ride in the middle of the night.

Anonymous wrote:

Anonymous wrote:It's not so much about not allowing late work but more about eliminating a grade for homework, classwork and class participation. The idea is that a kid who fails to routinely do that type of work has a low grade for those areas, and even if he aced a test, his grade is still brought way down. By eliminating all of the other non major work grades, and focusing just on the major work grades, the students are graded solely on what they know, not what they are still mastering. That means if a kid gets a B on a quiz but an A on the test, the quiz is thrown out because the test showed mastery.

Obviously, this hurts the students who put the effort in from the beginning because he gets no credit for that and no grade buffer added in to help raise a lower test grade. Other HSs in FCPS already do this. It should be universal throughout FCPS one way or another and I would prefer it gone.

My niece attends a school that uses this. As a former teacher, I hate it. It punishes the kids who are hard workers but maybe not all As all the time.

It is not obvious to me. If you are able, please explain how it hurts those students.

Anonymous wrote:No one in this thread, OP included, even knows what it means but here every one is arguing about what it might be.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Read it

https://www.gse.harvard.edu/news/19/12/harvard-edcast-grading-equity

Here's the goal, folks:

"What we've found consistently across schools, whether they be middle schools, or high schools, or schools that serve lots of low income kids, and kids of color, or suburban predominantly white students and high income, is that the percent of A's that teachers give decreases because there's not so much inflation going on around doing all the homework and everything. Interestingly, the decrease in A's occurs most dramatically for white children and higher income children. The A rate of kids of color and low income actually increases a little bit."

FCPS doesn't want White and Asian kids succeeding. We've seen it with TJ, and we'll see it with "equity grading" under Dr. Reid.

She'll tell us it's all about "reimagining the possibilities," but it's mostly about imagining a world where the playing field is leveled by whatever means achieve more "equal outcomes."

You always have the option of private school.

And we clearly need to pass voucher legislation.