The Problem with Passing

A few weeks into the school year, I received an email explaining grading in my daughter's Language Arts class. I was glad to see the grading would be based on understanding concepts more than number of assignments. The problem came from two phrases in the middle of the message: "Missing assignments will be graded at 50%" and "Students will not be penalized for late work or other things related to behavior".

I couldn't believe what I was reading so I responded to the teacher and my concerns were confirmed. There was no longer an incentive to do work on time, and the lowest possible grade was now 50%. This was implemented throughout the school as part of a district-wide initiative. The new grades would bring us closer to goals set in the area of equity.

My concerns are not that we no longer have an "F" or an "I" for students that don't apply themselves. My question is, "How does the artificial inflation help students that don't understand the concepts and need help?" When a student receives a low grade from lack of participation or knowledge, it is easier to see who needs additional time on a topic. If the grades are much closer, it's harder to see those needs.

If the district goal is simply to pass all students, they will achieve. If the real goal is to ensure students are ready for life after graduation, we will fail.