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The Edutopia Poll
by Sara Ring
Is 50 the new 0? Some schools now give a minimum semester score of 50 percent to all failing students, whether their actual numerical average is 50, 30, or even 0. The idea is to give struggling students a chance to improve their grade and pass the class, which might not otherwise be possible for those who have done poorly in the first part of the year.
Those in favor of the "minimum F" argue that this grade inflation gives students an incentive to work harder to pass the class, and they point out that 50 percent is still failing. But opponents of the practice feel that students should not receive more credit than they've earned and that this padding encourages some students to slack off. They also worry that this practice will not prepare students for the challenges of college and the workforce. Should all failing students receive a grade of 50 percent? Tell us what you think!
50 the new 0
Submitted by Anita Chauvin (not verified) on September 27, 2008 - 14:46.
I learned years ago that giving a 50 really is fair. I teach in a middle school in CT and if a child receives less than 50 on an assignment or test it is too difficult to bring up the average to an acceptable grade. Many children become discouraged and give up. We are here to educate students not punish them!
50 or a Zero
Submitted by Alicia Linder (not verified) on September 17, 2008 - 16:45.
How can one mathematical say that the grading scale is balanced? Essentially we have to rethink the "grading scale". I have for years not given a zero to a child who does their math work, tries, but did not get any correct; for this I give a 50F. To me it is different than the child that did nothing and received the typical zero. I don't see it as unbalanced because my lowest grade possible is a 50%. For example, if I assign 17 math problems for homework, then I double this to 34. This way the child that missed all 17 receives the lowest F, 50. In addition it balances out the rest of the students grades so that everyone has a balanced grade. To me having 10 points for an A, B, C, D and 59 for an F is very unbalanced. If the scale allowed for 10 points per grade achievement level then a person that understood half of the assignment is on a C-average grade level. For the child that missed 2 problems, they would be in the A-above average scale. Of course this is based on an assignment that reviews previous concepts, provides practice on the concept and pushes them forward. This way the child who has a C is on grade level and the child who is earning an A is truly above average. We have provided our students with the notion that earning a C is not acceptable, that everyone is capable of making an A.
Our society (including myself) have put the A+ as obtainable for all students rather than thinking that a C is grade level and doing exactly what it is expected. An A+ should be reserved for the child who shows further knowledge or reaches beyond the concept that entails more study or attention, not who colors the prettiest. How many students who are making honor roll should not be our scale of success, but are the students who are on grade level?. Until we balance the scale and see the C as grade level, nothing will help our students.
Over the years I have had to help parents understand that just because their child makes all A's in a subject and makes a low state assessment score the two cannot be comparable. Sadly the reason is because teachers give A's out like they are pennies, instead of producing students who understand C is on grade level and earning an A is something that is hard earned. Too many educators walk around and give 100 (check plus) on a child's paper who looks like they did something. This 100 now makes the child think that they are A+ students when they could have possibly missed the entire assignment.
Plain and simple: balance the grading scale, rethink C as on grade level and A's should be truly what is stated as--above average.
50% or below = Not Ready Yet
Submitted by Gary Palmer (not verified) on September 7, 2008 - 09:04.
Rounding up poor scores really doesn't make sense. We simply give students a NRY (Not Ready Yet) for scores that are 60% and lower. This means they need to keep trying to demonstrate ~mastery of that particular concept or standard. The ball is still in their court. No manufactured learning by scooting up their score. Some call this "mounting evidence" and it makes more sense than inflating a student's grade.
50% too high?
Submitted by Nicole (not verified) on July 21, 2008 - 12:41.
As a Special education teacher, I love the idea of using the 50% as the bottom out percentage. Given that a student has put forth the effort, but still receives a low grade, the 50% is the perfect accommodation. I do utilize the 50% rule in many of my classes, but I use it carefully. A student who chooses not to turn in an assignment, receives a 0%. The student must prove to me that effort was given in order to get the 50%. Also, I am always providing the student with the true percentage when I hand back their work, it is only in the grade book that I alter the percentage. Most of the time, the students do not even realize that the percentages are different. It seems to work well for me, and I plan on continuing the practice.
Grades not going below 50%
Submitted by Ellen Hirschy (not verified) on July 18, 2008 - 08:27.
This was an issue this year that my fifth grade team briefly discussed. I have tried this strategy for a year at fourth grade. I felt it did not give an accurate assessment for the students' work. If a student receives a 30% on a paper that evaluates his learning or his behavior, which is a part of learning. My son, as a third grader, decided he was just going to fill in the circles on reading tests because he wanted to get finished with it. The 30% he received did not evaluate his knowledge, but it did evaluate his behavior. It was a red flag to the teacher and myself that he was not performing, and needed intervention, just at if he did not understand the reading. The score tells you the degree of intervention needed. Teachers and parents need to figure out what was missing in that score. With my son, he needed intervention in the behavior aspects of assignments and tests. Successful behavior is important with school and with the world of work.
If a child scores low in the first part of the course, then scores high in the later part, the medium score shows what he knows and possibly the behavior of being a slower processessor.
I think making the low of 50% does not accurately evaluate the students. Helping them succeed, like spending time to reteach, or even redo assignments would be good interventions. I don't think a student should be left just getting the low marks over and over again without intervention. There does need to be systems in place to help teachers work with these lower performing students, like study groups, afterschool interventions, recess study groups, study halls with tutors, or even just tutors available at times during the school days and just after school.
No more social promotion
Submitted by Sh Cl (not verified) on June 15, 2008 - 18:45.
I think our big problem is social promotion. Many other countries do not have FREE and COMPULSORY education up through the age of EIGHTEEN. Our educational system gives a lot of opportunties to a lot of people who would not even have a chance in some other countries. This is as it should be. Every student should be given a chance to become educated. However, the idealist whose comment appears at the top of the page does not sound like a person who has taught by him-or herself alone in a classroom with 38 or so students who come in with far-below-basic achievement in all academic areas. What the person writes about as far as compliance with the law and teacher creativity is theoretically possible, but the fact is that to prepare such glorious lessons which differentiate for every student, for three or more subjects per day, for 180 days, is far beyond MY human capability.
I am also a California State Credentialed Teacher, and I have been teaching for ten years. I would love to see that person's lesson plans for the entire school year for the following subjects: 6th grade math, 6th grade science, 7th grade math, and High school geometry. I could really use some help, so if that genius could show me all of his or her fabulous lessons, I would be very grateful...I find it hard just getting through the day. If I come up with what I consider to be a glorious lesson a few times a year, I'm happy. I would really like to see this person podcast him- or herself in action to this website or put a link to him or herself in action because I am definitely not able to live up to her or his standard.
50% Lowest Grade
Submitted by Debi Edwards, Middle Island, New York (not verified) on September 18, 2008 - 06:26.
I believe this a complicated issue that cannot be articulated as black or white. All of the comments here are valid and represent the complicity of the issue, an issue that speaks to the philosophies of personalized education, differentiated instruction and social-emotional learning. Test scores are not to be used as a means of coercion or discipline but rather as an indicator of the teacher's instructional success. Teachers are supposed to teach and are charged with the reesponsibility to promote learning. This places the responsibility for the delivery of instruction on the teacher, not the student. It is imperative that a student have hope and is rewarded for effort. Test scores can be used in a two-fold manner: 1) providing the student with a score that does not fall below 50% can motivate a student to do better and not defeat the possibility of passing; 2) keeping track of the actual score should be used by the teacher as an indicator for changing the delivery instruction. Is this idealistic? No, it is actually pragmatic and should be what motivates each and every one of us in education.
50 As Failing
Submitted by Laura Bush the 5 minute Librarian (not verified) on September 17, 2008 - 16:56.
You are correct. The expectations are unreasonable and the size of our classes and outside social issues (cell phones, guns, etc.) prohibit us from doing our job as idealized. I commend you for sticking with this unique job that is low paying and high-responsibility. We as teachers all work too hard, don't get paid nearly enough, and are now liable to lose our entire careers for nothing more than allegations. What the heck happened? I was in a terrible school where the administration drove out more than 60/100 teachers two years in a row. What a disgrace. No union, no support, no airconditioning for most of us, no toilet paper or soap in the bathrooms, holes in the windows, floors and ceilings. This is a glorified sweat shop and I am sick of the disrespect for our PROFESSION. How about the constant requirement for professional development and the expectation that WE PAY FOR IT???? Maybe the kids can step it up, the parents can be accountable and the truth will be told...or I'll wear a Hawaiian shirt, get a job at Trader Joe's where I love my job and feel appreciated.
SCORING
Submitted by Michael Joseph Matteucig (not verified) on June 12, 2008 - 21:05.
I am so bemused by the lack of understanding of too many educators for not understanding that ALL STUDENTS CAN BE SUCCESSFUL when given legally mandated accommodations, interventions, and compensatory learning which is differentiated and leveled --not to mention thematic. Yes! Even with assessments, all struggling students are entitled to full assistance. Therefore, they can all succeed academically--including test-wise. Have you not heard of "Response to Intervention" and Dr. Mel Levine M.D's "Eight Neurodevelopmental Constructs" as basis for educating and assessing?
Have you not heard of portfolios and alternative project/place-based assessment which require to student to competently complete tasks using State mandated "Subject Matter "Scope and Sequence."
Have you not heard of "INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT OF 2004?" Yes!The students are mandated to pass the examinations based on their grade level. This is possible with appropriate accommodations. With a legal physician's note, all struggling students (even those who do not qualify for Spec.Ed.--which in and of itself is not an answer in too many cases) can be granted assistance. What's tragic is that too many educators lack the creativity to invent multiple-sensory project/place-based lessons based on curriculum tied to the State mandated Frameworks. What's more tragic is the complete non-compliance of legally mandated interventions by too many teachers in traditional elementary, middle, and high schools. The excuse is that there is no time. NONSENSE!!!! Have you ever visited a Montessori school in Japan or China--60 children per class. But, with peer groupings, the educator can give individualized attention to each and every student.
I am a State of California credentialed educator trained by physicians to assess and to implement learning strategies which will allow 100% success for all students--based on the premise that I follow the Federal and State legal mandates tied to meaningful curriculum.
In the real world, despite discrimination caused by intentional non-compliance of the law, individuals with learning challenges, deficits, and disorders are to be accommodated.
So long as educators implement curriculum which is multiple-sensory, thus, bi-hemispheric and not simply left-brain (based on student interest) which follows the "Scope and Sequence," ALL STUDENT CAN BE SUCCESSFUL--EVEN IN ASSESSMENTS.
I work with students with Dyslexia, Dysgraphia, Dyscalculia, Sensory Integration Dysfunction, Non-verbal Language disorder who have average to high intelligence quotient. They are allowed extra time on examinations as well as proctors, technology, readers, and writers.
I expect all these students to become caring, compassionate, sensitive, and selfless human beings who will serve their community as good citizens in some manner.
50 for a failing grade?
Submitted by ronnie (not verified) on June 22, 2008 - 06:04.
So the high school senior who passes 1 out of 2 marking periods of a half year course; spends the second marking period putting on makeup..and then chooses not to show up for the final exam, should pass the course? WOW that's great. You hire her.
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