Grade inflation in the form of minimum grade district policies sanctioned (or required) in many districts in the Lowe Country of South Carolina. Theresa of GA was correct in adding parental pressure and fear of job loss to this problem. Not only is this patently unfair to students who then leave high school grossly unprepared for college, the job market, or even just life in the real world, but it also falsifies the data on which school report cards and other national standards are based. This system exemplifies the dumbing down of the American educational system. It helps no one, and causes great harm to both present and future students.
BJof SC1:59PM June 10, 2010
I can understand how this could easily be solved with more training, better understanding of how a classroom really works (through field-exercizes, not college text book theories) and, let's get down to it, more money, but...
The education scene in GA has changed drastically in the last five years as a direct result of changes in funding by governments (national, state and local). I remember when the state was offering bonuses to first year teachers, while, now, if a district hasn't lost accreditation and/or isn't firing educators, then they are on a hiring freeze. With experienced educators in high demand (inexperienced educators not being hired/trained), the amount of educators going into retirement and the increasing degree and frequency of burn-out, anyone employed by the education system in the state of GA has their capacities/abilities stretched thin to the point of being incapable of providing proper education to the wide variety of students so desperately in need of it.
It would be nice that if adequate funding isn't dispersed to districts in need, that, at the very least, the state and or fed's hire a team dedicated to increasing the quality of education provided by the few resources posessed by the state. If there already is such a team, then I appologize for being ignorant of the organization and hope that they are making positive changes based on real classroom settings, not classroom theories developed by persons who had never even set foot in a student-filled room. If there is not such an organization, then, gdi, there should be.
Zeblueof GA2:25PM June 27, 2009
Excellent site www.usnews.com and I am really pleased to see you have this this post.
I am crrently working in the south of france looking at property for sale, having fun in the sun and bookmarking everything that I find interesting on the net (including www.usnews.com of course !)
It has taken me literally 1 hours and 05 minutes of searching the web to find you (just kidding!) so I shall be pleased to become a regular visitor from now on :)
Thanks
CaceleteOwefeof AL7:59PM March 06, 2009
This article over-simplifies grading and assessment, and I think the administrator's comment that effort should be rewarded is accurate. Effort should not be the only thing measured and rewarded, but it should work in conjunction with critical thinking and memorization of content.
Ideally, a student that does well on a standardized test shouldn't pass either if they are not able to understand why the answers are correct, or if they do not put in any effort to the learning process (what good are classes and teachers if students do not learn anything new?).
This is definitely an argument for Alternative Assessment techniques, where grading instruments measure much more than the memorization of content.
Stephen Priceof GA4:54PM February 16, 2009
As both a student and a teacher in Georgia and South Carolina respectively, I have witnessed first hand evidence of grade distributions becoming increasingly skewed in favor of higher grades. It is not uncommon for an average class to have a higher percentage of students in the C+ to A+ range than in the F to C- range. This being said, I have a slight problem with calling this phenomenon “grade inflation” as inflation implies a nominal increase that yields no “real” effects. In the case of the so-called “grade inflation” the effect of handing out higher grades to students who do not necessarily possess the appropriate level of aptitude implies a very real cost on students who rightfully belong in the A grade range (and students in general for that matter). For example, if out of 10 A+ students, only one of which truly possesses A+ level aptitude, that student is ~10 times less likely to be accepted into the appropriate tier university for his or her talent level. The process that has led to skewed grade distributions in the classroom is un-fair and very costly. Although it may seem “nice” to allow a “hard working” student to pass when he ought to fail, it imposes extraordinary costs on the other students and the education system in general.
Blakeof NC12:55PM February 16, 2009
Why would grades not reflect the student's mastery of the curriculum? Let's start with school or disctrict policies that set a lowest possible score that can be posted. A 37 magically becomes a 50, or even 60. Now, factor in thos parents who continually question grades, despite ample evidence that their child didn't meet the standard, and insist on a higher grade. Some principals support this lunacy. Oh, and let's not forget that the teacher with too many failing grades on the roster will be questioned as to why he/she isn't "doing more" to "help students succeed". Besides, this is the age of ALL children going to college, right? What difference does the grade make, if they're all going, any way? It only interfieres with the grand design.
I'm a middle school teacher regularly dealing with many of the above, and have observed all of these factors ovet the years. Until these things are changed, we will continue to see grade inflation.
As for grades matching or not matching the EOCT, upon what do we base our assumptions that these tests are a valid measure of anything? Mastery, preparation for college, future success? I'd like to see the research on that.
Theresaof GA12:34PM February 14, 2009
I work at a college in Georgia, and I see this all of the time. We have students that come to our institution and they are grossly under prepared. There is a surprising amount of students that are in remedial classes, and some struggle mightily to test out of those classes, and they sometimes have to repeat them. It is obvious that some schools do inflate grades to "help" students, but for some, they actually do more harm than good. Many of the "inflated" students think that college will be as easy as high school, and that the study habits (or lack thereof) that they have developed will be sufficient for college level work. Boy are they wrong!! Some students are able to adjust, but others dig holes for themselves that are difficult to emerge from, like low first year g.p.a's, or failing a class for the first time in their lives. There are also frustrations and feelings of inadequacy that come with struggling in a class that the students thought they were good in based on their high school g.p.a. I won't mention the additional funds that high schools get for having a high number of HOPE (state scholarship program that requires a 3.0 high school g.p.a) graduates.
Report cards may come out only twice a year, but education news happens every day. Here is where U.S. News writers grade the latest developments, from school districts banning the game of tag to congressional debates that affect college affordability. Check regularly for the most recent updates.
Reader Comments
Back to blog
kikus of AL 8:29PM June 12, 2010
BJ of SC 1:59PM June 10, 2010
Zeblue of GA 2:25PM June 27, 2009
CaceleteOwefe of AL 7:59PM March 06, 2009
Stephen Price of GA 4:54PM February 16, 2009
Blake of NC 12:55PM February 16, 2009
Theresa of GA 12:34PM February 14, 2009
Michael of GA 4:50PM February 11, 2009