Anonymous wrote:What have they learned if after all the stellar high school grades they flunk the end of year math exams and professors at the next level in university say they can't write?

You raise an excellent question?

What if they flunk their end of year exams and then pass the AP exams at one of the highest rates of in the country? Hmmm....

Anonymous wrote:http://www.montgomeryschoolsmd.org/press/index.aspx?page=showrelease&id=3349

You don't have to leave the County for the evidence.

College math exams, please. Not MCPS math exams.

Anonymous wrote:

Anonymous wrote:Completely agree with 8:29-

Saying you hate it when parents want their kids placed in higher level classes than what they are capable is really an arrogant statement. When you have 30 kids in your classroom, how do you really know the capabilities of each student?

I as a parent will move mountains to ensure that my kids are prepared for class. If my kid has an average IQ and works twice as hard as the other kids in the class but at the end of the day also earns an A, what's your beef?

I get it that some parents are entitled and want special treatment for their snowflakes in the advanced class. That would irk me too. If I'm not asking for special treatment, what's wrong with giving my DS a chance?

Signed-

A mom whose kids always earn straight A's but still has to fight like hell with teachers like you to keep in them in the highest levels.

Schools would be more likely to let kids try working at higher levels, but people like you will immediately blame the teachers if it doesn't go well.

Our principal had a solution to this (back in the day when she was allowed to advance kids at all, and when advancement was predicated on multiple data-based indicators) -- parents had to sign a recommendation sheet which showed the different indicators, and gave the "suggested" placement. If parents disagreed with the placement (whether they saw it as too "high" or too "low") they were allowed to choose the child's placement but they had to check the placement they preferred and sign and return the placement sheet. In this way, if they child was placed too "high" and failed, the parents understood that they were responsible for their choice. And so it should be, IMO. I think hard school gate-keeping is problematic for a number of reasons.

https://silverchips.mbhs.edu/story/12121

http://parentscoalitionmc.blogspot.com/2013/04/majority-of-mcps-high-school-students.html

http://www.washingtonpost.com/local/education/thousands-flunk-math-finals-in-montgomery/2013/05/04/88f807d4-b37e-11e2-9a98-4be1688d7d84_story.html

http://www.rockvillerampage.com/opinion/increase-in-failing-exam-grades-creates-skepticism-and-raises-eyebrows/

http://www.montgomeryschoolsmd.org/press/index.aspx?page=showrelease&id=3349

You don't have to leave the County for the evidence.

Here's the 4th grade education level version: What if 30% of all students scored a perfect 2400 on the SAT exam and another 80% scored 2200 and/or above?

What would you think about the SAT exam?

What would you think about the students taking the SAT exam?

Would you think the SAT is a useful exam?

Anonymous wrote:What have they learned if after all the stellar high school grades they flunk the end of year math exams and professors at the next level in university say they can't write?

You raise an excellent question?

If MCPS graduates are getting good grades but not learning what they're supposed to be learning, that's a real issue. Provide some evidence that MCPS graduates with "stellar high school grades" are systematically flunking college math and writing courses at "top flight colleges", and then we'll talk about it.

But this normal distribution stuff? Nope.

What have they learned if after all the stellar high school grades they flunk the end of year math exams and professors at the next level in university say they can't write?

You raise an excellent question?

Anonymous wrote:Thanks for the question.

Here's the 4th grade education level version: What if 30% of all students scored a perfect 2400 on the SAT exam and another 80% scored 2200 and/or above?

What would you think about the SAT exam?

What would you think about the students taking the SAT exam?

Would you think the SAT is a useful exam?

What do you think is the purpose of grades? Separating the sheep from the goats, or measuring what you have learned?

Thanks for the question.

Here's the 4th grade education level version: What if 30% of all students scored a perfect 2400 on the SAT exam and another 80% scored 2200 and/or above?

What would you think about the SAT exam?

What would you think about the students taking the SAT exam?

Would you think the SAT is a useful exam?

Anonymous wrote:Why should they follow a sharply rightwardly skewed distribution with such a large sample size? What would Gaus have to say about the validity and reliability of such skewedness?

You're assuming that grades are a random variable. They're not. Gauss is irrelevant.

I am not a teacher. But if I were teaching a class, and everybody did work that deserved an A, I would give everybody an A. And I would be happy, because everybody had learned what they were supposed to be learning.

Anonymous wrote:

Nonsense. The grade inflation existed before Curriculum 2.0 and during Curriculum 2.0 implemtation. And it contiunes after Curriculum 2.0 implementation. And for the last decade and this decade. It is absolutely assinine that a student population (normal distribution) will have 80% make the honor roll and 30 % with stright As. This is stupid. What then is the puropse of grades? Why not get rid of all grades if you make a mockery of the process.

Source, please?

Why should they follow a sharply rightwardly skewed distribution with such a large sample size? What would Gaus have to say about the validity and reliability of such skewedness?

Anonymous wrote:

Nonsense. The grade inflation existed before Curriculum 2.0 and during Curriculum 2.0 implemtation. And it contiunes after Curriculum 2.0 implementation. And for the last decade and this decade. It is absolutely assinine that a student population (normal distribution) will have 80% make the honor roll and 30 % with stright As. This is stupid. What then is the puropse of grades? Why not get rid of all grades if you make a mockery of the process.

Why should grades follow a normal distribution?

No, our children are all gifted and geniuses. That's why so many have straight As and the majority are on the honor roll.