How important is homework, and how much should parents help?
ACT study finds it’s easier and easier to get an A in math
How teachers can handle difficult requests from well-intentioned parents
There’s no such thing as a bad test taker, but anxiety is real
Some colleges mull the idea of 'Ungrading' for freshman students
Grades Have Huge Impact, But Are They Effective?
Why Grading Policies For Equity Matter More Than Ever
The Key To Raising A Happy Child
When Schools Forgo Grades: An Experiment In Internal Motivation
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Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students.","status":"publish","parent":0,"modified":1695218028,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1001},"headData":{"title":"How important is homework, and how much should parents help? | KQED","description":"Homework provides some academic benefit for middle and high school students but is less beneficial in elementary school.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_62403","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Homework provides some academic benefit for middle and high school students but is less beneficial in elementary school.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How important is homework, and how much should parents help?","datePublished":"2023-09-19T10:00:38.000Z","dateModified":"2023-09-20T13:53:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62400/how-important-is-homework-and-how-much-should-parents-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62400/how-important-is-homework-and-how-much-should-parents-help","authors":["byline_mindshift_62400"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_21110","mindshift_563","mindshift_21706"],"featImg":"mindshift_62403","label":"mindshift"},"mindshift_62392":{"type":"posts","id":"mindshift_62392","meta":{"index":"posts_1591205157","site":"mindshift","id":"62392","score":null,"sort":[1695031210000]},"guestAuthors":[],"slug":"act-study-finds-its-easier-and-easier-to-get-an-a-in-math","title":"ACT study finds it’s easier and easier to get an A in math","publishDate":1695031210,"format":"standard","headTitle":"ACT study finds it’s easier and easier to get an A in math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"An ACT researcher found grade inflation has been most pronounced in high school math as colleges de-emphasize test scores in admissions.","status":"publish","parent":0,"modified":1695145502,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":922},"headData":{"title":"ACT study finds it’s easier and easier to get an A in math | KQED","description":"An ACT researcher found grade inflation has been most pronounced in high school math as colleges de-emphasize test scores in admissions.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_62395","twTitle":"","twDescription":"","twImgId":"","socialDescription":"An ACT researcher found grade inflation has been most pronounced in high school math as colleges de-emphasize test scores in admissions.","schema":{"@context":"http://schema.org","@type":"Article","headline":"ACT study finds it’s easier and easier to get an A in math","datePublished":"2023-09-18T10:00:10.000Z","dateModified":"2023-09-19T17:45:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62392/act-study-finds-its-easier-and-easier-to-get-an-a-in-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62392/act-study-finds-its-easier-and-easier-to-get-an-a-in-math","authors":["byline_mindshift_62392"],"categories":["mindshift_194","mindshift_21504"],"tags":["mindshift_21790","mindshift_21261","mindshift_21189","mindshift_21789","mindshift_21110","mindshift_392","mindshift_883"],"featImg":"mindshift_62395","label":"mindshift"},"mindshift_61909":{"type":"posts","id":"mindshift_61909","meta":{"index":"posts_1591205157","site":"mindshift","id":"61909","score":null,"sort":[1688000440000]},"guestAuthors":[],"slug":"how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","title":"How teachers can handle difficult requests from well-intentioned parents","publishDate":1688000440,"format":"standard","headTitle":"How teachers can handle difficult requests from well-intentioned parents | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>© 2023 by Crystal Frommert, excerpted from the book\u003c/em> \u003ca href=\"https://www.amazon.com/gp/product/B0BZFLDRSR/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1\">When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating with Parents\u003c/a>. \u003cem>Used with permission of the publisher, Road to Awesome, LLC.\u003c/em>\u003c/p>\n\u003cp>Sometimes, it’s not the parent who is being difficult, but rather the request itself is difficult. While we want to work with parents to meet the needs of the student, some requests are not always best for their child’s educational experience. The following questions\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61911 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg\" alt=\"\" width=\"140\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg 625w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover-160x256.jpg 160w\" sizes=\"(max-width: 140px) 100vw, 140px\"> have been asked of my colleagues and myself many times from parents. After each request is a suggestion for how to say no firmly but kindly. I have phrased these requests in a cheeky way for humor’s sake. Most of the time these requests are a bit ridiculous, but there are times that these requests are valid due to health, family situations, or other extreme circumstances. Because fair doesn’t mean equal, you can certainly give a student more time on an assignment or another exception because of a family crisis but not give the same extension to another student for a much less serious reason. If a student or parent ever questions the fairness of a request (which I find is rare), I always tell them that another student’s situation is not something I can share.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Since there are two days left in the grading period, is there anything my child can do to earn extra credit or bring up their average?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Communicate as early as possible with parents if there is a chance for a student to improve their average. If a parent contacts you about improving a grade with only a few days left in the grading period, you can reiterate to the parents that all of the planned assessments have been completed for the term and offer tips on how their child can get a strong start in the upcoming term.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child was up late playing a sport, celebrating his second cousin’s roommate’s graduation, practicing the bassoon, or some other reason why they are unable to take the test you announced weeks ago. Can they take the test scheduled for today at another time?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stand firm on this one unless there are extreme extenuating circumstances. Offer to answer any last-minute questions if there is time before school or between classes. Reassure the parent that there have been x number of review days to prepare students for the assessment. If this request comes as an email, you could also reply to it after their child has taken the test, making it a moot point.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Can my child turn in his work late?” See the above reasons.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Inevitably a student will need to turn in an assignment late now and again. Life happens. To avoid handling this request on a case-by-case basis, I set up a freebie system for daily work in my middle school classes. Each term every student gets an exemption from a daily assignment – no questions asked. They are responsible for practicing the material in time for the next assessment, but they do not have to hand it in. If a parent requests that another assignment during the term be handed in late, then I can have a conversation about why they have missed TWO daily assignments. Parents are less likely to push back when there might be a pattern developing around missed daily work. I taught my students to use their freebie thoughtfully. They should plan ahead for an upcoming late-night event, birthday, or another busy day.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child is unable to attend any of the tutorial sessions you offer. Are you available every day after 8 pm or before 7 am to help her with her homework?\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Reiterate to the parent which days/times you are available for extra help. If their child has questions outside of the offered times, list out the resources that are available to them such as notes, the textbook, online resources, contacting a classmate, or (if you have the time) make a short video of yourself explaining the concept that they can watch at any time. To avoid this issue altogether, my school’s math department scheduled one math teacher to be on duty every morning and every afternoon for tutorials. If a student had a math question, they could pop in before or after school to ask a question – they may not have been able to see their own math teacher, but at least they could get their question answered.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“I see that my child left her science project on the kitchen table. Can I bring it to school so that she won’t lose credit? \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Some schools are clear about not allowing parents to deliver homework and projects to school. There are various reasons for this — one being equity and another being to teach kids responsibility. If your school does not have a policy regarding parents delivering assignments to their children, then it is very difficult to prevent this as an individual teacher. If it is important to you that students are not allowed to accept school day deliveries from parents, there are steps you can take to prevent it.\u003c/p>\n\u003cul>\n\u003cli>Set an expectation at Parent Night that parents are NOT expected to bring forgotten assignments to school. Stress the importance of responsibility and equity in your reasoning. Most parents will be relieved that this is not expected or acceptable.\u003c/li>\n\u003cli>Set a rolling due date for major projects. For example, the science project is due the week of Sept 20. This is a smoke and mirrors tactic to hide the fact that the real due date is the Friday of that week but you’ll accept projects starting Monday. (This also makes grading more manageable because projects trickle in over a five-day range.)\u003c/li>\n\u003cli>Do not allow a student to call their parents from school to request homework/project delivery. The older students might sneak an email or text to ask their parents to bring an assignment, but you can discourage this by reiterating to students that asking parents to deliver their work promotes inequality and irresponsibility. (They probably won’t care but at least you shared your two cents.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cem>“My child would prefer to be in Mr. Feeney’s class, or my child needs to be in advanced-level math, or my child prefers to take English in the mornings, can she switch classes?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Hopefully, your school has a policy regarding how a student places into leveled classes. If this is the case, refer the parent back to the posted policy of requirements. If the class change request is not related to a leveled class, this is something that can be immediately escalated to the administration.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child does not get along with Trouble Jones, Jr. Can you make sure they do not socialize together during the school day?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Kids move in and out of friendships like a Houston driver changes lanes on I–10. One day they are best friends, and the next day they call each other stupid smelly-face. It is ok to ask two students who are having a rough patch to give each other space because, as the educator, you can observe the temperature of their relationship every day. Parents are not close to what’s happening with friendships on the playground at recess. Parents also often only hear one side of the story. Reassure parents that students are closely monitored and that they are taught restorative practices and conflict resolution. Parents might need assurance that mistreatment is never tolerated, but also we want to keep the path clear for a potential repair in their friendship. If a parent is worried about their child being bullied or physically harmed (even if it is an unjustified concern), stay in frequent communication with the concerned parent so they can feel confident that their child is safe and happy at school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61910 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg\" alt=\"\" width=\"189\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg 512w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022-160x160.jpeg 160w\" sizes=\"(max-width: 189px) 100vw, 189px\">Crystal Frommert, M.Ed, has over 20 years of experience as an educator in middle and high school. Crystal has taught math, computer science and social justice in public, parochial and international schools. Beyond teaching, she has served as an instructional coach, school board member, adjunct college instructor, technology coordinator and assistant head of middle school. She has presented at local, national and international educational conferences on topics ranging from social and emotional learning to technology integration. She is currently a middle school math teacher and administrator in Houston.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In her book, When Calling Parents isn't Your Calling, teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships.","status":"publish","parent":0,"modified":1688005514,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1446},"headData":{"title":"How teachers can handle difficult requests from well-intentioned parents | KQED","description":"Teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teachers can handle difficult requests from well-intentioned parents","datePublished":"2023-06-29T01:00:40.000Z","dateModified":"2023-06-29T02:25:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61909/how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>© 2023 by Crystal Frommert, excerpted from the book\u003c/em> \u003ca href=\"https://www.amazon.com/gp/product/B0BZFLDRSR/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1\">When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating with Parents\u003c/a>. \u003cem>Used with permission of the publisher, Road to Awesome, LLC.\u003c/em>\u003c/p>\n\u003cp>Sometimes, it’s not the parent who is being difficult, but rather the request itself is difficult. While we want to work with parents to meet the needs of the student, some requests are not always best for their child’s educational experience. The following questions\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61911 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg\" alt=\"\" width=\"140\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg 625w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover-160x256.jpg 160w\" sizes=\"(max-width: 140px) 100vw, 140px\"> have been asked of my colleagues and myself many times from parents. After each request is a suggestion for how to say no firmly but kindly. I have phrased these requests in a cheeky way for humor’s sake. Most of the time these requests are a bit ridiculous, but there are times that these requests are valid due to health, family situations, or other extreme circumstances. Because fair doesn’t mean equal, you can certainly give a student more time on an assignment or another exception because of a family crisis but not give the same extension to another student for a much less serious reason. If a student or parent ever questions the fairness of a request (which I find is rare), I always tell them that another student’s situation is not something I can share.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Since there are two days left in the grading period, is there anything my child can do to earn extra credit or bring up their average?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Communicate as early as possible with parents if there is a chance for a student to improve their average. If a parent contacts you about improving a grade with only a few days left in the grading period, you can reiterate to the parents that all of the planned assessments have been completed for the term and offer tips on how their child can get a strong start in the upcoming term.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child was up late playing a sport, celebrating his second cousin’s roommate’s graduation, practicing the bassoon, or some other reason why they are unable to take the test you announced weeks ago. Can they take the test scheduled for today at another time?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stand firm on this one unless there are extreme extenuating circumstances. Offer to answer any last-minute questions if there is time before school or between classes. Reassure the parent that there have been x number of review days to prepare students for the assessment. If this request comes as an email, you could also reply to it after their child has taken the test, making it a moot point.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Can my child turn in his work late?” See the above reasons.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Inevitably a student will need to turn in an assignment late now and again. Life happens. To avoid handling this request on a case-by-case basis, I set up a freebie system for daily work in my middle school classes. Each term every student gets an exemption from a daily assignment – no questions asked. They are responsible for practicing the material in time for the next assessment, but they do not have to hand it in. If a parent requests that another assignment during the term be handed in late, then I can have a conversation about why they have missed TWO daily assignments. Parents are less likely to push back when there might be a pattern developing around missed daily work. I taught my students to use their freebie thoughtfully. They should plan ahead for an upcoming late-night event, birthday, or another busy day.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child is unable to attend any of the tutorial sessions you offer. Are you available every day after 8 pm or before 7 am to help her with her homework?\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Reiterate to the parent which days/times you are available for extra help. If their child has questions outside of the offered times, list out the resources that are available to them such as notes, the textbook, online resources, contacting a classmate, or (if you have the time) make a short video of yourself explaining the concept that they can watch at any time. To avoid this issue altogether, my school’s math department scheduled one math teacher to be on duty every morning and every afternoon for tutorials. If a student had a math question, they could pop in before or after school to ask a question – they may not have been able to see their own math teacher, but at least they could get their question answered.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“I see that my child left her science project on the kitchen table. Can I bring it to school so that she won’t lose credit? \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Some schools are clear about not allowing parents to deliver homework and projects to school. There are various reasons for this — one being equity and another being to teach kids responsibility. If your school does not have a policy regarding parents delivering assignments to their children, then it is very difficult to prevent this as an individual teacher. If it is important to you that students are not allowed to accept school day deliveries from parents, there are steps you can take to prevent it.\u003c/p>\n\u003cul>\n\u003cli>Set an expectation at Parent Night that parents are NOT expected to bring forgotten assignments to school. Stress the importance of responsibility and equity in your reasoning. Most parents will be relieved that this is not expected or acceptable.\u003c/li>\n\u003cli>Set a rolling due date for major projects. For example, the science project is due the week of Sept 20. This is a smoke and mirrors tactic to hide the fact that the real due date is the Friday of that week but you’ll accept projects starting Monday. (This also makes grading more manageable because projects trickle in over a five-day range.)\u003c/li>\n\u003cli>Do not allow a student to call their parents from school to request homework/project delivery. The older students might sneak an email or text to ask their parents to bring an assignment, but you can discourage this by reiterating to students that asking parents to deliver their work promotes inequality and irresponsibility. (They probably won’t care but at least you shared your two cents.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cem>“My child would prefer to be in Mr. Feeney’s class, or my child needs to be in advanced-level math, or my child prefers to take English in the mornings, can she switch classes?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Hopefully, your school has a policy regarding how a student places into leveled classes. If this is the case, refer the parent back to the posted policy of requirements. If the class change request is not related to a leveled class, this is something that can be immediately escalated to the administration.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child does not get along with Trouble Jones, Jr. Can you make sure they do not socialize together during the school day?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Kids move in and out of friendships like a Houston driver changes lanes on I–10. One day they are best friends, and the next day they call each other stupid smelly-face. It is ok to ask two students who are having a rough patch to give each other space because, as the educator, you can observe the temperature of their relationship every day. Parents are not close to what’s happening with friendships on the playground at recess. Parents also often only hear one side of the story. Reassure parents that students are closely monitored and that they are taught restorative practices and conflict resolution. Parents might need assurance that mistreatment is never tolerated, but also we want to keep the path clear for a potential repair in their friendship. If a parent is worried about their child being bullied or physically harmed (even if it is an unjustified concern), stay in frequent communication with the concerned parent so they can feel confident that their child is safe and happy at school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61910 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg\" alt=\"\" width=\"189\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg 512w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022-160x160.jpeg 160w\" sizes=\"(max-width: 189px) 100vw, 189px\">Crystal Frommert, M.Ed, has over 20 years of experience as an educator in middle and high school. Crystal has taught math, computer science and social justice in public, parochial and international schools. Beyond teaching, she has served as an instructional coach, school board member, adjunct college instructor, technology coordinator and assistant head of middle school. She has presented at local, national and international educational conferences on topics ranging from social and emotional learning to technology integration. She is currently a middle school math teacher and administrator in Houston.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61909/how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","authors":["4354"],"categories":["mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_21036","mindshift_21110","mindshift_231","mindshift_20737","mindshift_290","mindshift_21213"],"featImg":"mindshift_61913","label":"mindshift"},"mindshift_60905":{"type":"posts","id":"mindshift_60905","meta":{"index":"posts_1591205157","site":"mindshift","id":"60905","score":null,"sort":[1675162821000]},"guestAuthors":[],"slug":"theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","title":"There’s no such thing as a bad test taker, but anxiety is real","publishDate":1675162821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who want to reduce students’ test anxiety can design assessments and assignments that help them put their best foot forward. ","status":"publish","parent":0,"modified":1675200243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1192},"headData":{"title":"There’s no such thing as a bad test taker, but anxiety is real | KQED","description":"Anxiety before a big test is normal. Here are tips for teachers who want to reduce students' test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"There’s no such thing as a bad test taker, but anxiety is real","datePublished":"2023-01-31T11:00:21.000Z","dateModified":"2023-01-31T21:24:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_108","mindshift_21074","mindshift_21110","mindshift_563","mindshift_20865","mindshift_20925","mindshift_21541","mindshift_291","mindshift_21094"],"featImg":"mindshift_60907","label":"mindshift"},"mindshift_59950":{"type":"posts","id":"mindshift_59950","meta":{"index":"posts_1591205157","site":"mindshift","id":"59950","score":null,"sort":[1664780617000]},"guestAuthors":[],"slug":"ungrading","title":"Some colleges mull the idea of 'Ungrading' for freshman students","publishDate":1664780617,"format":"audio","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","status":"publish","parent":0,"modified":1664780777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3062},"headData":{"title":"Some colleges mull the idea of 'Ungrading' for freshman students - MindShift","description":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Some colleges mull the idea of 'Ungrading' for freshman students","datePublished":"2022-10-03T07:03:37.000Z","dateModified":"2022-10-03T07:06:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59950 https://ww2.kqed.org/mindshift/?p=59950","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/03/ungrading/","disqusTitle":"Some colleges mull the idea of 'Ungrading' for freshman students","audioUrl":"https://omny.fm/shows/kqed-segmented-audio/some-colleges-mull-the-idea-ungrading-for-freshman","nprByline":"Jon Marcus, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59950/ungrading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59950/ungrading","authors":["byline_mindshift_59950"],"categories":["mindshift_21482"],"tags":["mindshift_21109","mindshift_21443","mindshift_21111","mindshift_21110","mindshift_20865","mindshift_20925","mindshift_21481"],"featImg":"mindshift_59954","label":"mindshift"},"mindshift_58155":{"type":"posts","id":"mindshift_58155","meta":{"index":"posts_1591205157","site":"mindshift","id":"58155","score":null,"sort":[1626768868000]},"guestAuthors":[],"slug":"grades-have-huge-impact-but-are-they-effective","title":"Grades Have Huge Impact, But Are They Effective? ","publishDate":1626768868,"format":"audio","headTitle":"Grades Have Huge Impact, But Are They Effective? | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades can determine so much of a child’s future – the ability to get into college, qualify for scholarships and lessen student debt, land a higher paying job that will lead to a better quality of life and accelerate social mobility. At the start of the pandemic, several school districts switched to pass/fail models, but that period of \u003c/span>\u003ca href=\"https://lbpost.com/news/education/failing-grades-distance-learning-lbusd\">\u003cspan style=\"font-weight: 400\">grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> disappeared by fall 2020. Subsequently, students this year saw a spike in \u003c/span>\u003ca href=\"https://apnews.com/article/distance-learning-coronavirus-pandemic-oregon-7fde612c3dbfd2e21fab9673ca49ad89\">\u003cspan style=\"font-weight: 400\">Fs and Ds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they struggled with distance learning, financial and physical security at home, mental health, work and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This reignited some of the \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">debates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">equitable grading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, putting into question what teachers grade and the accuracy of their methods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I don’t grade it, the student won’t do it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a common phrase used by teachers to extrinsically motivate students to do homework, turn in assignments, show up for class and test students on their knowledge. Teachers’ ability to grade everything became even more pronounced in the 1990s due to ed tech and digital grading programs that average scores based on a 100-point scale. Some outcomes of the 100-point scale meant that getting a zero on an assignment could derail a student’s average. Also, failure is over represented on a 100-point scale, making up nearly 60 percent of the possible grades. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-58157\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-768x909.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283.jpg 783w\" sizes=\"(max-width: 160px) 100vw, 160px\">Former principal and teacher \u003c/span>\u003ca href=\"https://crescendoedgroup.org/about-us/who-we-are/\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about these issues in his book, “\u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I asked him to fact-check some of the intractable beliefs we’ve been carrying around for generations about grading. Some of these will sound very familiar to you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Claim: An F, or fear of getting an F, will motivate a student to work harder.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joe Feldman: There’s no research that F’s motivate students to do better except for a tiny slice of students. The only research that supports that F’s motivate, or that low grades motivate, is for the students who have gotten A’s historically. And when they start to get a B or a C, they scramble like mad because they don’t want to get anything lower because it implicates all aspects of the fixed mindset they have about themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for everyone else, in all other circumstances, there is no research to support that Fs motivate. In fact, there’s research that Fs demotivate students because they know that they don’t know something. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And in the way that we historically average performance over time, that F now is a hole that students have to dig themselves out of. And they know the math. They know that if they get a couple of F’s early, forget having high grades at the end of the term. And so what’s the point? They might as well use their energy elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">W\u003c/span>\u003cspan style=\"font-weight: 400\">hat we’ve got to do instead is help students understand that even if they fail early, if they get low grades early, miss things early, they can always keep learning, they can always redeem themselves with our help and support, and success is never out of reach for them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving some students more time – without any penalties – is unfair to those who do turn it in on time.\u003cbr>\n\u003c/b>\u003cb>FALSE \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So I think there’s a couple of things underneath that. One is that if something is unfair, that suggests that there’s a competition. And I think we’ve come a long way in disabusing ourselves of the idea that grades should be a competition. Because if I’m trying to teach a class, I really shouldn’t care if I have a whole lot of kids who are successful. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You know, we don’t want students to feel like they’re competing against each other because we know that only adds stress and demotivates students and lowers performance. And learning is not a race. Just because someone is able to learn something quicker, that doesn’t have any value in whether or not a student learned. A grade should only reflect the level of understanding a student has of the content, not the speed at which they learned. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Claim: Students can learn without being graded on their behavior.\u003cbr>\n\u003c/b>\u003cb>TRUE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: We want students to learn how to manage their time and we want students to know how to work diligently and to take notes and to be a good citizen of the classroom. We can have ways of giving feedback to students and even consequences that can help them understand how to learn effectively and to learn the skills – the soft skills they’ll need for success in the professional world. But that doesn’t mean that it has to be included in the grade. We, as teachers, want students to self regulate. We want them to understand that if I didn’t take very good notes one time, I can connect not taking very good notes to having lower performance on that quiz or assessment. So now I will learn that I have to take good notes so I do well on the next test. And that’s what we want to get kids to do.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58158\" class=\"wp-caption alignnone\" style=\"max-width: 1072px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58158 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png\" alt=\"\" width=\"1072\" height=\"1020\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png 1072w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-800x761.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-1020x971.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-160x152.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-768x731.png 768w\" sizes=\"(max-width: 1072px) 100vw, 1072px\">\u003cfigcaption class=\"wp-caption-text\">From “Grading for Equity”: A survey of teachers found that nearly all teachers think they grade accurately. However, about half of all teachers think their colleagues do not grade accurately, revealing some of the discrepancies in grading. \u003ccite>(Joe Feldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Claim: If I don’t grade it, the student won’t do it.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So that is a commonly held belief based on extrinsic motivation – that the only way a student will do it is if the value that I invest in it is through the points that I use to grade it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was just talking to a teacher yesterday who said, ‘I used to grade every single \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> assignment because I thought that if I didn’t grade it, the students wouldn’t do it. And then I stopped including homework in the grade and I was shocked that the students kept doing it. And in fact, some students did more than before. And then when the students handed it in, I knew it was actually their work rather than copying because so many students copy each other’s homework because otherwise they lose points.’\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Note: There are plenty of students who don’t do the homework even when it counts towards their grades.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving points for extra credit helps those who fell behind during the year.\u003cbr>\n\u003c/b>\u003cb>TRUE, BUT\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: Oh, well, that is a “true, but.” It certainly can help them get the points that they missed out so I guess it does mathematically help them in their grade. But the problem is it renders the grade inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, I didn’t know the political causes of Reconstruction, but I brought in cake. So points are just fungible, I guess. And if I didn’t learn something there, I can just get the points over here. It doesn’t matter whether I actually learned the thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it teaches students that all you have to do is get points. You don’t actually have to learn, you just have to get points. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It perpetuates institutional biases because the students who can do the extra credit usually require additional resources, whether that be time or money or transportation. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">You can read an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">excerpt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Joe Feldman’s book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">Grading for Equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” on MindShift and check out his \u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>So When a Teacher Reimagines Grading, What Happens to Students? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disruptions caused by the pandemic gave teachers, students and families deep insights into some of the inequities in learning. The spike in Ds and Fs in school districts across the country, especially for high school students, has a lot of people thinking about what’s important to learning. Experts at the start of the pandemic called for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">cutting down curriculum clutter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and focusing on relationships. But these practices shouldn’t be just a reaction to a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.letschangeeducation.com/\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-58162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-800x1065.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1020x1358.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-768x1022.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1154x1536.jpeg 1154w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1539x2048.jpeg 1539w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1920x2556.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-scaled.jpeg 1923w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>English teacher \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Monte Syrie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had been troubled by inequitable grading practices for many years before the pandemic. He felt the way he had been grading his students didn’t accurately reflect what they learned. Like so many teachers, he graded students on everything – participation, assignments, homework, tests. But the points for behavior overshadowed content knowledge in his grade book; and averaging scores, especially on a 100-point scale, didn’t capture the progress students would make over time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to better assess his students, Syrie changed how he graded. Instead of being the sole distributor of points, he asked students to self-assess their work and tell him what grade they deserved. And if their grades were unsatisfactory, students could revise their work, demonstrate what they learned and improve their grade. But for Syrie, this also meant changing how he teaches because teaching and grading go hand in hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I no longer have the power to motivate kids with points,” said Syrie, who teaches at Cheney High School in Spokane County, Washington. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He had to create meaningful learning tasks that would help students on assessments. These tasks weren’t graded, but students would have to find the value in doing the work in order to feel better prepared for the assessments. He said transitioning to this model had its challenges because some students wouldn’t see the value of the tasks until after stumbling on the first assessment. “And then they started to realize, like, wait a minute, [this learning task] is putting things in place for us so by the time we get to the assessment, we’re prepared for the assessment,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This model of learning and grading was a major adjustment for students who were used to programming all their efforts on the expectations of a teacher. Instead, students had to reflect more upon their own efforts and abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had a full conversation about our grades and why we believed we deserved the one we chose, and that was something I literally never experienced before,” said Lauren Hinrichs, who was Syrie’s student three years ago when he started to implement these changes. “I think we always saw the teacher-student relationship as a parent-child relationship. Or, as a student, I always viewed the teachers as someone above me, never as a fellow human, always kind of that other more significant figure,” she said. The new system allowed her to see her teacher and herself differently. “Instead, it’s kind of a human-to-human [relationship], eye-to-eye.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not being graded on everything meant feeling more open to learning and engaging more deeply with peers as a community, even for students like Lauren who take high-pressure courses. “It allowed me to ‘chill out’ in the best way possible. And you know what? That motivated me even more to get my schoolwork done.” \u003c/span>\u003c/p>\n\u003cp>The feedback process was an important part of Syrie’s class – for grades, assignments, revisions – and opinions were not exclusive to the teacher; students were active participants, too. Throughout the year, students gave feedback to one another on class presentations, which helped build camaraderie among students.\u003c/p>\n\u003cfigure id=\"attachment_58160\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58160 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-scaled-e1626729107371.jpg\" alt=\"\" width=\"1920\" height=\"472\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the first five minutes of each class, students did check-ins sharing things that made them smile (like having a great snack) or frown (a personal setback). Hinrichs said getting to know each other this way helped build greater community among her classmates, but also, helped understand inequities in the classroom. Just because teens show up in the same space every day doesn’t mean they know about each others’ joys and struggles outside of school. But getting to know each other through \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns\u003c/a> created the space to do that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are 15-year-olds out there working night shifts or working right after school to provide for their family. And they don’t have time to do three hours of homework for a project,” she said. These check-ins helped students who were not in each other’s worlds connect in ways they wouldn’t in a typical classroom. She said the sense of community helped the students learn in ways she hadn’t in any other class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve never been able to take five minutes to engage with my fellow students. It was constantly work, work, work, work, work,” she said. Getting to know other students helped her see how inequitable school can be and she felt fortunate to have the time after school to do homework in other classes. But the \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns activity\u003c/a> helped her see what her classmates were going through no matter what their peer groups were. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58159 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-1-scaled-e1626729151255.jpg\" alt=\"\" width=\"1920\" height=\"539\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs \u003ccite>(Courtesy of Lauren Hinrichs)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were all so close. And to be honest, I would have never gotten to know some of those kids the way I did in Syrie’s class had it not been for the few minutes he took every day to spend with us and spend to connect one another,” Hinrichs said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can read more about Monte Syrie’s journey with grading on his \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Project180\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site.\u003c/span>\u003c/p>\n\u003cdiv class=\"post-body\">\n\u003cp>\u003cspan style=\"font-weight: 400\">Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003c/span>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">\u003cspan style=\"font-weight: 400\">Apple Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">\u003cspan style=\"font-weight: 400\">Google Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">\u003cspan style=\"font-weight: 400\">NPR One\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">\u003cspan style=\"font-weight: 400\">Spotify\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cspan style=\"font-weight: 400\">Stitcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or wherever you get your podcasts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"How accurate is grading? Some teachers are pushing back on counting points for behavior and they’re finding better, more equitable ways to assess learning. By changing grading practices, their teaching is evolving as well.","status":"publish","parent":0,"modified":1700528750,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2398},"headData":{"title":"Grades Have Huge Impact, But Are They Effective? | KQED","description":"How accurate is grading? Some teachers are pushing back on counting points for behavior and they’re finding better, more equitable ways to assess learning. By changing grading practices, their teaching is evolving as well.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"How accurate is grading? Some teachers are pushing back on counting points for behavior and they’re finding better, more equitable ways to assess learning. By changing grading practices, their teaching is evolving as well.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Grades Have Huge Impact, But Are They Effective? ","datePublished":"2021-07-20T08:14:28.000Z","dateModified":"2023-11-21T01:05:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC3243617409.mp3?updated=1626740813","path":"/mindshift/58155/grades-have-huge-impact-but-are-they-effective","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades can determine so much of a child’s future – the ability to get into college, qualify for scholarships and lessen student debt, land a higher paying job that will lead to a better quality of life and accelerate social mobility. At the start of the pandemic, several school districts switched to pass/fail models, but that period of \u003c/span>\u003ca href=\"https://lbpost.com/news/education/failing-grades-distance-learning-lbusd\">\u003cspan style=\"font-weight: 400\">grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> disappeared by fall 2020. Subsequently, students this year saw a spike in \u003c/span>\u003ca href=\"https://apnews.com/article/distance-learning-coronavirus-pandemic-oregon-7fde612c3dbfd2e21fab9673ca49ad89\">\u003cspan style=\"font-weight: 400\">Fs and Ds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they struggled with distance learning, financial and physical security at home, mental health, work and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This reignited some of the \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">debates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">equitable grading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, putting into question what teachers grade and the accuracy of their methods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I don’t grade it, the student won’t do it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a common phrase used by teachers to extrinsically motivate students to do homework, turn in assignments, show up for class and test students on their knowledge. Teachers’ ability to grade everything became even more pronounced in the 1990s due to ed tech and digital grading programs that average scores based on a 100-point scale. Some outcomes of the 100-point scale meant that getting a zero on an assignment could derail a student’s average. Also, failure is over represented on a 100-point scale, making up nearly 60 percent of the possible grades. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-58157\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-768x909.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283.jpg 783w\" sizes=\"(max-width: 160px) 100vw, 160px\">Former principal and teacher \u003c/span>\u003ca href=\"https://crescendoedgroup.org/about-us/who-we-are/\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about these issues in his book, “\u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I asked him to fact-check some of the intractable beliefs we’ve been carrying around for generations about grading. Some of these will sound very familiar to you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Claim: An F, or fear of getting an F, will motivate a student to work harder.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joe Feldman: There’s no research that F’s motivate students to do better except for a tiny slice of students. The only research that supports that F’s motivate, or that low grades motivate, is for the students who have gotten A’s historically. And when they start to get a B or a C, they scramble like mad because they don’t want to get anything lower because it implicates all aspects of the fixed mindset they have about themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for everyone else, in all other circumstances, there is no research to support that Fs motivate. In fact, there’s research that Fs demotivate students because they know that they don’t know something. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And in the way that we historically average performance over time, that F now is a hole that students have to dig themselves out of. And they know the math. They know that if they get a couple of F’s early, forget having high grades at the end of the term. And so what’s the point? They might as well use their energy elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">W\u003c/span>\u003cspan style=\"font-weight: 400\">hat we’ve got to do instead is help students understand that even if they fail early, if they get low grades early, miss things early, they can always keep learning, they can always redeem themselves with our help and support, and success is never out of reach for them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving some students more time – without any penalties – is unfair to those who do turn it in on time.\u003cbr>\n\u003c/b>\u003cb>FALSE \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So I think there’s a couple of things underneath that. One is that if something is unfair, that suggests that there’s a competition. And I think we’ve come a long way in disabusing ourselves of the idea that grades should be a competition. Because if I’m trying to teach a class, I really shouldn’t care if I have a whole lot of kids who are successful. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You know, we don’t want students to feel like they’re competing against each other because we know that only adds stress and demotivates students and lowers performance. And learning is not a race. Just because someone is able to learn something quicker, that doesn’t have any value in whether or not a student learned. A grade should only reflect the level of understanding a student has of the content, not the speed at which they learned. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Claim: Students can learn without being graded on their behavior.\u003cbr>\n\u003c/b>\u003cb>TRUE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: We want students to learn how to manage their time and we want students to know how to work diligently and to take notes and to be a good citizen of the classroom. We can have ways of giving feedback to students and even consequences that can help them understand how to learn effectively and to learn the skills – the soft skills they’ll need for success in the professional world. But that doesn’t mean that it has to be included in the grade. We, as teachers, want students to self regulate. We want them to understand that if I didn’t take very good notes one time, I can connect not taking very good notes to having lower performance on that quiz or assessment. So now I will learn that I have to take good notes so I do well on the next test. And that’s what we want to get kids to do.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58158\" class=\"wp-caption alignnone\" style=\"max-width: 1072px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58158 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png\" alt=\"\" width=\"1072\" height=\"1020\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png 1072w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-800x761.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-1020x971.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-160x152.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-768x731.png 768w\" sizes=\"(max-width: 1072px) 100vw, 1072px\">\u003cfigcaption class=\"wp-caption-text\">From “Grading for Equity”: A survey of teachers found that nearly all teachers think they grade accurately. However, about half of all teachers think their colleagues do not grade accurately, revealing some of the discrepancies in grading. \u003ccite>(Joe Feldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Claim: If I don’t grade it, the student won’t do it.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So that is a commonly held belief based on extrinsic motivation – that the only way a student will do it is if the value that I invest in it is through the points that I use to grade it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was just talking to a teacher yesterday who said, ‘I used to grade every single \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> assignment because I thought that if I didn’t grade it, the students wouldn’t do it. And then I stopped including homework in the grade and I was shocked that the students kept doing it. And in fact, some students did more than before. And then when the students handed it in, I knew it was actually their work rather than copying because so many students copy each other’s homework because otherwise they lose points.’\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Note: There are plenty of students who don’t do the homework even when it counts towards their grades.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving points for extra credit helps those who fell behind during the year.\u003cbr>\n\u003c/b>\u003cb>TRUE, BUT\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: Oh, well, that is a “true, but.” It certainly can help them get the points that they missed out so I guess it does mathematically help them in their grade. But the problem is it renders the grade inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, I didn’t know the political causes of Reconstruction, but I brought in cake. So points are just fungible, I guess. And if I didn’t learn something there, I can just get the points over here. It doesn’t matter whether I actually learned the thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it teaches students that all you have to do is get points. You don’t actually have to learn, you just have to get points. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It perpetuates institutional biases because the students who can do the extra credit usually require additional resources, whether that be time or money or transportation. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">You can read an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">excerpt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Joe Feldman’s book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">Grading for Equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” on MindShift and check out his \u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>So When a Teacher Reimagines Grading, What Happens to Students? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disruptions caused by the pandemic gave teachers, students and families deep insights into some of the inequities in learning. The spike in Ds and Fs in school districts across the country, especially for high school students, has a lot of people thinking about what’s important to learning. Experts at the start of the pandemic called for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">cutting down curriculum clutter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and focusing on relationships. But these practices shouldn’t be just a reaction to a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.letschangeeducation.com/\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-58162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-800x1065.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1020x1358.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-768x1022.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1154x1536.jpeg 1154w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1539x2048.jpeg 1539w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-1920x2556.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-scaled.jpeg 1923w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>English teacher \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Monte Syrie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had been troubled by inequitable grading practices for many years before the pandemic. He felt the way he had been grading his students didn’t accurately reflect what they learned. Like so many teachers, he graded students on everything – participation, assignments, homework, tests. But the points for behavior overshadowed content knowledge in his grade book; and averaging scores, especially on a 100-point scale, didn’t capture the progress students would make over time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to better assess his students, Syrie changed how he graded. Instead of being the sole distributor of points, he asked students to self-assess their work and tell him what grade they deserved. And if their grades were unsatisfactory, students could revise their work, demonstrate what they learned and improve their grade. But for Syrie, this also meant changing how he teaches because teaching and grading go hand in hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I no longer have the power to motivate kids with points,” said Syrie, who teaches at Cheney High School in Spokane County, Washington. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He had to create meaningful learning tasks that would help students on assessments. These tasks weren’t graded, but students would have to find the value in doing the work in order to feel better prepared for the assessments. He said transitioning to this model had its challenges because some students wouldn’t see the value of the tasks until after stumbling on the first assessment. “And then they started to realize, like, wait a minute, [this learning task] is putting things in place for us so by the time we get to the assessment, we’re prepared for the assessment,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This model of learning and grading was a major adjustment for students who were used to programming all their efforts on the expectations of a teacher. Instead, students had to reflect more upon their own efforts and abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had a full conversation about our grades and why we believed we deserved the one we chose, and that was something I literally never experienced before,” said Lauren Hinrichs, who was Syrie’s student three years ago when he started to implement these changes. “I think we always saw the teacher-student relationship as a parent-child relationship. Or, as a student, I always viewed the teachers as someone above me, never as a fellow human, always kind of that other more significant figure,” she said. The new system allowed her to see her teacher and herself differently. “Instead, it’s kind of a human-to-human [relationship], eye-to-eye.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not being graded on everything meant feeling more open to learning and engaging more deeply with peers as a community, even for students like Lauren who take high-pressure courses. “It allowed me to ‘chill out’ in the best way possible. And you know what? That motivated me even more to get my schoolwork done.” \u003c/span>\u003c/p>\n\u003cp>The feedback process was an important part of Syrie’s class – for grades, assignments, revisions – and opinions were not exclusive to the teacher; students were active participants, too. Throughout the year, students gave feedback to one another on class presentations, which helped build camaraderie among students.\u003c/p>\n\u003cfigure id=\"attachment_58160\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58160 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-scaled-e1626729107371.jpg\" alt=\"\" width=\"1920\" height=\"472\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the first five minutes of each class, students did check-ins sharing things that made them smile (like having a great snack) or frown (a personal setback). Hinrichs said getting to know each other this way helped build greater community among her classmates, but also, helped understand inequities in the classroom. Just because teens show up in the same space every day doesn’t mean they know about each others’ joys and struggles outside of school. But getting to know each other through \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns\u003c/a> created the space to do that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are 15-year-olds out there working night shifts or working right after school to provide for their family. And they don’t have time to do three hours of homework for a project,” she said. These check-ins helped students who were not in each other’s worlds connect in ways they wouldn’t in a typical classroom. She said the sense of community helped the students learn in ways she hadn’t in any other class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve never been able to take five minutes to engage with my fellow students. It was constantly work, work, work, work, work,” she said. Getting to know other students helped her see how inequitable school can be and she felt fortunate to have the time after school to do homework in other classes. But the \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns activity\u003c/a> helped her see what her classmates were going through no matter what their peer groups were. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58159 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-1-scaled-e1626729151255.jpg\" alt=\"\" width=\"1920\" height=\"539\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs \u003ccite>(Courtesy of Lauren Hinrichs)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were all so close. And to be honest, I would have never gotten to know some of those kids the way I did in Syrie’s class had it not been for the few minutes he took every day to spend with us and spend to connect one another,” Hinrichs said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can read more about Monte Syrie’s journey with grading on his \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Project180\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site.\u003c/span>\u003c/p>\n\u003cdiv class=\"post-body\">\n\u003cp>\u003cspan style=\"font-weight: 400\">Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003c/span>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">\u003cspan style=\"font-weight: 400\">Apple Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">\u003cspan style=\"font-weight: 400\">Google Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">\u003cspan style=\"font-weight: 400\">NPR One\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">\u003cspan style=\"font-weight: 400\">Spotify\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cspan style=\"font-weight: 400\">Stitcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or wherever you get your podcasts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58155/grades-have-huge-impact-but-are-they-effective","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21443","mindshift_21110","mindshift_21107","mindshift_21132","mindshift_21213","mindshift_21236"],"featImg":"mindshift_58161","label":"mindshift_21847"},"mindshift_55889":{"type":"posts","id":"mindshift_55889","meta":{"index":"posts_1591205157","site":"mindshift","id":"55889","score":null,"sort":[1589180715000]},"guestAuthors":[],"slug":"why-grading-policies-for-equity-matter-more-than-ever","title":"Why Grading Policies For Equity Matter More Than Ever","publishDate":1589180715,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Every other day, a \u003c/span>\u003ca href=\"https://nche.ed.gov/mckinney-vento/\">\u003cspan style=\"font-weight: 400\">McKinney-Vento\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program coordinator with San Leandro Unified School District travels to the marina on the district’s eastern boundary. There, she drops off meals, hygiene kits and school supplies to families who are sheltering in their cars. She also provides information such as where to access public WiFi so students can keep up with classes.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">Reaching homeless students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is just one of the \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/11/830856140/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">many challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educators are tackling during COVID-19 school closures. While some students are learning in homes with abundant resources and parental support, others are sharing devices or bandwidth, taking care of siblings, or \u003c/span>\u003ca href=\"https://www.idahoednews.org/news/children-take-to-the-fields-following-school-closures/\">\u003cspan style=\"font-weight: 400\">fitting school work around jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Such varied learning conditions raise a question: how can schools grade fairly during a pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, the answer is simple: they can’t. “If we’re grading right now, we’re grading privilege,” said school equity consultant \u003c/span>\u003ca href=\"https://twitter.com/sheldoneakins\">\u003cspan style=\"font-weight: 400\">Sheldon L. Eakins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during a recent professional development session. In an interview with MindShift, Eakins gave an example using his own family. In the past month, his son, who is in elementary school, has been assigned multiple worksheets per day. “I have a home office with ink, paper, and I’m an educator to help him one-on-one,” Eakins said, but many other kids in rural Idaho don’t have those advantages.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/Christo61244724/status/1254858119718400000\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/JoeCFeldman\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator who has led schools across the country in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">transforming their grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that resource disparities are one of several reasons that grades cannot accurately represent student learning right now. Other factors include the enormous stress families are experiencing, which can impede cognition and lower student performance, and the reality that teachers have rapidly shifted to online instruction with little training. At San Leandro Unified, leaders took all of those factors into consideration when devising a \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11810\">\u003cspan style=\"font-weight: 400\">plan for grading during COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Assistant Superintendent Sonal Patel, her team moved forward with the goal of continuing to make learning meaningful while emphasizing equity. Their solutions included switching to a pass/incomplete system at secondary schools and focusing on narrative feedback at elementary schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[aside postID=\"mindshift_52813\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/01/iStock-871060516-1180x812.jpg\"]\u003c/p>\n\u003ch2>\u003cb>Switching to Pass/Incomplete\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the fourth quarter, San Leandro’s secondary students will receive a “pass” or “incomplete” instead of a letter grade. In his \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1nJm0GR8VXZptUOmCP3WFRj1LJrqj61HC/view?fbclid=IwAR03fIX7s60Ht7EWtZ3HbXucZg6eI2egN8KzkHLRaJ0rcIIEN5121Mggg5I\">\u003cspan style=\"font-weight: 400\">guidance for grading during COVID-19 closures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Feldman recommended this model for schools that cannot drop grades entirely. It differs from the more familiar pass/fail model \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/10/830622398/how-colleges-are-grading-students-during-coronavirus\">\u003cspan style=\"font-weight: 400\">available in some colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it does not punish students who cannot keep up during school closures. At San Leandro, students who receive an incomplete can finish their work during the summer or within six weeks of schools reopening. After that, the mark would become a “no pass.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel noted that some districts have decided to let third quarter grades stand in for the final grade, but she said that’s a disservice to students who were not passing at the time that school buildings closed. In contrast, San Leandro will convert third quarter scores to a pass/no pass to be combined with the fourth quarter pass/incomplete for the overall semester grades of high schoolers. This approach gives students the opportunity to raise their grade either during distance learning or within six weeks of schools reopening.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman said that educators may be tempted to add a “pass+” option to recognize high-achievers, but he advised against it, saying that “the only students who can take advantage of that are the ones who have supports.\" And Eakins noted that asking students to choose between a letter grade or a pass/incomplete option similarly replicates disadvantage.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Multiple Forms of Feedback\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Leandro’s elementary schools, instead of grades, teachers will issue third trimester report cards with only narrative comments. They also will hold phone or video conferences with parents to discuss how a student is doing, next steps for the summer and what support might be needed in the fall. At all grade levels, high-quality feedback makes a difference in student learning. Continuing to give that feedback is one of Feldman’s recommendations for grading during COVID-19. Focusing on that, rather than on the pressure that is often associated with grades, he said, sends the message that teachers care about what’s happening in students’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel said that figuring out how to maintain the loop of teacher feedback and student growth during distance learning is as important as deciding whether to assign letter grades. She noted that while educators already knew that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Right now it’s just an absolute gatekeeper. If kids don’t want to open up that Chromebook to get in a Zoom with us … they can completely shut down.” San Leandro’s \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11779\">\u003cspan style=\"font-weight: 400\">emergency distance learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks teachers to \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11781\">\u003cspan style=\"font-weight: 400\">check in with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> twice per week. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An opportunity to rethink grading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past three years, San Leandro’s administrators and teachers have worked with Feldman to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">adopt equitable grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That work put them in a good position to think critically about grading during a pandemic. For others, coronavirus is shining a new spotlight on disparities that affect student outcomes. Eakins and Feldman hope that spotlight will stay on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">when schools reopen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many districts have distributed laptops and \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/22/839948923/navajo-families-without-internet-struggle-to-homeschool-during-covid-19-pandemic\">\u003cspan style=\"font-weight: 400\">wireless hot spots to families without Internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, for instance. Will those supports continue to be available after coronavirus? “We could easily go back to business as usual, ” Eakins said. “This is a time for us to create a new normal and plan ahead. We can really start challenging the inequities that have been around pre-COVID-19 and move forward.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman hopes that this crisis will prompt educators to reflect on the purpose of grades. Behavioral metrics, such as homework completion and class participation — what he referred to as “all that bean counting that teachers normally spend a lot of time on” — do not assess what students actually know, he said. They also make grades susceptible to implicit bias. With some of those metrics gone during distance learning, will teachers consider eliminating them altogether?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From his research all over the country, Feldman knows that even talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">changing grading practices can be contentious\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But Patel, whose district has done it, considered the process worthwhile. “That work wasn’t just about being intellectually interested in grading,” she said. “It came from a lived teacher and family experience of wanting to make sure that grades are authentic.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, amid coronavirus, that work continues.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"COVID19 highlighted just how much grades depend on access to some of the most basic resources that are out of reach for many families right now. Joe Feldman provides some insights into how to make grading equitable. ","status":"publish","parent":0,"modified":1589422521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1144},"headData":{"title":"Why Grading Policies For Equity Matter More Than Ever | KQED","description":"COVID19 highlighted just how much grades depend on access to some of the most basic resources that are out of reach for many families right now. Joe Feldman provides some insights into how to make grading equitable. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Grading Policies For Equity Matter More Than Ever","datePublished":"2020-05-11T07:05:15.000Z","dateModified":"2020-05-14T02:15:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55889 https://ww2.kqed.org/mindshift/?p=55889","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/11/why-grading-policies-for-equity-matter-more-than-ever/","disqusTitle":"Why Grading Policies For Equity Matter More Than Ever","path":"/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every other day, a \u003c/span>\u003ca href=\"https://nche.ed.gov/mckinney-vento/\">\u003cspan style=\"font-weight: 400\">McKinney-Vento\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program coordinator with San Leandro Unified School District travels to the marina on the district’s eastern boundary. There, she drops off meals, hygiene kits and school supplies to families who are sheltering in their cars. She also provides information such as where to access public WiFi so students can keep up with classes.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">Reaching homeless students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is just one of the \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/11/830856140/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">many challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educators are tackling during COVID-19 school closures. While some students are learning in homes with abundant resources and parental support, others are sharing devices or bandwidth, taking care of siblings, or \u003c/span>\u003ca href=\"https://www.idahoednews.org/news/children-take-to-the-fields-following-school-closures/\">\u003cspan style=\"font-weight: 400\">fitting school work around jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Such varied learning conditions raise a question: how can schools grade fairly during a pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, the answer is simple: they can’t. “If we’re grading right now, we’re grading privilege,” said school equity consultant \u003c/span>\u003ca href=\"https://twitter.com/sheldoneakins\">\u003cspan style=\"font-weight: 400\">Sheldon L. Eakins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during a recent professional development session. In an interview with MindShift, Eakins gave an example using his own family. In the past month, his son, who is in elementary school, has been assigned multiple worksheets per day. “I have a home office with ink, paper, and I’m an educator to help him one-on-one,” Eakins said, but many other kids in rural Idaho don’t have those advantages.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1254858119718400000"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003ca href=\"https://twitter.com/JoeCFeldman\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator who has led schools across the country in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">transforming their grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that resource disparities are one of several reasons that grades cannot accurately represent student learning right now. Other factors include the enormous stress families are experiencing, which can impede cognition and lower student performance, and the reality that teachers have rapidly shifted to online instruction with little training. At San Leandro Unified, leaders took all of those factors into consideration when devising a \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11810\">\u003cspan style=\"font-weight: 400\">plan for grading during COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Assistant Superintendent Sonal Patel, her team moved forward with the goal of continuing to make learning meaningful while emphasizing equity. Their solutions included switching to a pass/incomplete system at secondary schools and focusing on narrative feedback at elementary schools.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_52813","hero":"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/01/iStock-871060516-1180x812.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>\u003cb>Switching to Pass/Incomplete\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the fourth quarter, San Leandro’s secondary students will receive a “pass” or “incomplete” instead of a letter grade. In his \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1nJm0GR8VXZptUOmCP3WFRj1LJrqj61HC/view?fbclid=IwAR03fIX7s60Ht7EWtZ3HbXucZg6eI2egN8KzkHLRaJ0rcIIEN5121Mggg5I\">\u003cspan style=\"font-weight: 400\">guidance for grading during COVID-19 closures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Feldman recommended this model for schools that cannot drop grades entirely. It differs from the more familiar pass/fail model \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/10/830622398/how-colleges-are-grading-students-during-coronavirus\">\u003cspan style=\"font-weight: 400\">available in some colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it does not punish students who cannot keep up during school closures. At San Leandro, students who receive an incomplete can finish their work during the summer or within six weeks of schools reopening. After that, the mark would become a “no pass.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel noted that some districts have decided to let third quarter grades stand in for the final grade, but she said that’s a disservice to students who were not passing at the time that school buildings closed. In contrast, San Leandro will convert third quarter scores to a pass/no pass to be combined with the fourth quarter pass/incomplete for the overall semester grades of high schoolers. This approach gives students the opportunity to raise their grade either during distance learning or within six weeks of schools reopening.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman said that educators may be tempted to add a “pass+” option to recognize high-achievers, but he advised against it, saying that “the only students who can take advantage of that are the ones who have supports.\" And Eakins noted that asking students to choose between a letter grade or a pass/incomplete option similarly replicates disadvantage.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Multiple Forms of Feedback\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Leandro’s elementary schools, instead of grades, teachers will issue third trimester report cards with only narrative comments. They also will hold phone or video conferences with parents to discuss how a student is doing, next steps for the summer and what support might be needed in the fall. At all grade levels, high-quality feedback makes a difference in student learning. Continuing to give that feedback is one of Feldman’s recommendations for grading during COVID-19. Focusing on that, rather than on the pressure that is often associated with grades, he said, sends the message that teachers care about what’s happening in students’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel said that figuring out how to maintain the loop of teacher feedback and student growth during distance learning is as important as deciding whether to assign letter grades. She noted that while educators already knew that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Right now it’s just an absolute gatekeeper. If kids don’t want to open up that Chromebook to get in a Zoom with us … they can completely shut down.” San Leandro’s \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11779\">\u003cspan style=\"font-weight: 400\">emergency distance learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks teachers to \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11781\">\u003cspan style=\"font-weight: 400\">check in with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> twice per week. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An opportunity to rethink grading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past three years, San Leandro’s administrators and teachers have worked with Feldman to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">adopt equitable grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That work put them in a good position to think critically about grading during a pandemic. For others, coronavirus is shining a new spotlight on disparities that affect student outcomes. Eakins and Feldman hope that spotlight will stay on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">when schools reopen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many districts have distributed laptops and \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/22/839948923/navajo-families-without-internet-struggle-to-homeschool-during-covid-19-pandemic\">\u003cspan style=\"font-weight: 400\">wireless hot spots to families without Internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, for instance. Will those supports continue to be available after coronavirus? “We could easily go back to business as usual, ” Eakins said. “This is a time for us to create a new normal and plan ahead. We can really start challenging the inequities that have been around pre-COVID-19 and move forward.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman hopes that this crisis will prompt educators to reflect on the purpose of grades. Behavioral metrics, such as homework completion and class participation — what he referred to as “all that bean counting that teachers normally spend a lot of time on” — do not assess what students actually know, he said. They also make grades susceptible to implicit bias. With some of those metrics gone during distance learning, will teachers consider eliminating them altogether?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From his research all over the country, Feldman knows that even talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">changing grading practices can be contentious\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But Patel, whose district has done it, considered the process worthwhile. “That work wasn’t just about being intellectually interested in grading,” she said. “It came from a lived teacher and family experience of wanting to make sure that grades are authentic.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, amid coronavirus, that work continues.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever","authors":["11487"],"categories":["mindshift_21345"],"tags":["mindshift_108","mindshift_21344","mindshift_21343","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21111","mindshift_21110","mindshift_21107"],"featImg":"mindshift_55897","label":"mindshift"},"mindshift_50562":{"type":"posts","id":"mindshift_50562","meta":{"index":"posts_1591205157","site":"mindshift","id":"50562","score":null,"sort":[1518702669000]},"guestAuthors":[],"slug":"the-key-to-raising-a-happy-child","title":"The Key To Raising A Happy Child","publishDate":1518702669,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new book warns parents: Stop micromanaging your kids. Think of yourself less as their boss, and more like a consultant.","status":"publish","parent":0,"modified":1518702888,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1908},"headData":{"title":"The Key To Raising A Happy Child | KQED","description":"A new book warns parents: Stop micromanaging your kids. Think of yourself less as their boss, and more like a consultant.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Key To Raising A Happy Child","datePublished":"2018-02-15T13:51:09.000Z","dateModified":"2018-02-15T13:54:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50562 https://ww2.kqed.org/mindshift/?p=50562","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/15/the-key-to-raising-a-happy-child/","disqusTitle":"The Key To Raising A Happy Child","nprByline":"Cory Turner","nprImageAgency":"Chris Kindred for NPR","nprStoryId":"584275859","nprApiLink":"http://api.npr.org/query?id=584275859&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/02/14/584275859/the-key-to-raising-a-happy-child?ft=nprml&f=584275859","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Feb 2018 16:47:00 -0500","nprStoryDate":"Wed, 14 Feb 2018 06:00:00 -0500","nprLastModifiedDate":"Wed, 14 Feb 2018 16:47:28 -0500","path":"/mindshift/50562/the-key-to-raising-a-happy-child","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50562/the-key-to-raising-a-happy-child","authors":["byline_mindshift_50562"],"categories":["mindshift_192"],"tags":["mindshift_20984","mindshift_20784","mindshift_1040","mindshift_21110","mindshift_563","mindshift_20772","mindshift_20870","mindshift_20557"],"featImg":"mindshift_50563","label":"mindshift"},"mindshift_48493":{"type":"posts","id":"mindshift_48493","meta":{"index":"posts_1591205157","site":"mindshift","id":"48493","score":null,"sort":[1502673987000]},"guestAuthors":[],"slug":"when-schools-forgo-grades-an-experiment-in-internal-motivation","title":"When Schools Forgo Grades: An Experiment In Internal Motivation","publishDate":1502673987,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Lots of factors affect whether and what students learn in school, but most often that conversation gets boiled down into a single letter grade, a symbol of everything a student knows or doesn’t know. Because grades are often required, and easy to understand, they have become the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">focus for many parents, teachers and students\u003c/a>. The problem is that grades are often \u003ca href=\"https://medium.com/teachers-going-gradeless/the-5-best-reasons-for-going-gradeless-e6577c44d5b1\" target=\"_blank\" rel=\"noopener noreferrer\">subjective, arbitrary and can be demotivating\u003c/a> to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.\u003c/p>\n\u003cp>Kirby Engelman was a typical high school student at New Trier High School outside Chicago. Her first two years there she did fine academically, but she was going through the motions, doing what she thought she was so supposed to do. She felt lost among the thousands of students thronging the hallways of New Trier, which has over 4,000 students. When her mother encouraged her to apply to the \u003ca href=\"http://www.newtrier.k12.il.us/igss/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Global Studies School (IGSS)\u003c/a>, a smaller program within this public high school, she did so on a whim, drawn more to the smaller learning community than to the alternative teaching style it offered.\u003c/p>\n\u003cp>“It felt totally different,” Engelman said. “It opened my mind to education as something more of, rather than learning content, you were learning how to learn. It opened my mind to my potential as well as the potential of humans and the world.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students are presenting their first semester passion projects to each other. \u003ca href=\"https://twitter.com/hashtag/SelfDiectedLearning?src=hash\">#SelfDiectedLearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/No?src=hash\">#No\u003c/a> MultipleChoiceFinal \u003ca href=\"https://t.co/UDhu6PJJks\">pic.twitter.com/UDhu6PJJks\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/819260024019189760\">January 11, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The program, which has operated at New Trier since 2009, came about when teachers and parents at this high-achieving school realized that while students were “succeeding” by traditional measures like test scores and college-admission rates, something was missing. Teachers wanted to help students develop intrinsic motivation. And they believed grades were at the root of the problem.\u003c/p>\n\u003cp>“We were going to try to create a school that was driven by student interests, not grades, that was interdisciplinary and was built on experiential learning,” said Colby Vargas, a senior English teacher and one of the founders of IGSS. “Those are all counter to the school culture in many ways.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school board approved the IGSS program on the condition that students could choose to have the narrative assessments teachers give to students translated into more traditional letter grades at the end of each semester. Students apply to the program during sophomore year for participation junior and senior year. English, history, science and art are taught through interdisciplinary projects three hours a day. While teachers plan broad thematic units, student choice is a hallmark of the program and teachers offer a lot of personalized attention. IGSS is meant to be small, so there are only 40 students at each grade level. A team of three teachers works collaboratively to weave an interdisciplinary experience for each class.\u003c/p>\n\u003cp>“There are lots of kids who just cruise through and never get fired up about anything. That’s who we are really built for,” Vargas said. Rather than covering specific content, teachers develop broad themes and let students dive deeply into aspects of the topic that interest them, guiding them to think deeply, research in directions they haven’t thought about and improve their writing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Is Otherness a fundamental category of human thought? \u003ca href=\"https://twitter.com/hashtag/essentialquestions?src=hash\">#essentialquestions\u003c/a> \u003ca href=\"https://twitter.com/hashtag/igssOutside?src=hash\">#igssOutside\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deBeauvoir?src=hash\">#deBeauvoir\u003c/a> \u003ca href=\"https://t.co/wUOkRFMcnm\">pic.twitter.com/wUOkRFMcnm\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/823608641966272514\">January 23, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This style of learning came as a huge relief to Nora Grubb, who graduated from the IGSS program and went on to attend Skidmore College. “I felt really disenchanted in my early years in high school because I was around competitive people but not in the way I would have imagined,” Grubb said. “They weren’t competitive with themselves. They were competitive with other people and they weren’t interested in widening their scope.”\u003c/p>\n\u003cp>She said freshman and sophomore years she did a lot of schoolwork, but never felt intellectually challenged. She loved that the teachers in IGSS were interested in her as a person, not just as a number passing through. “It tapped into the curiosity I had about myself and the world around me, and the teachers were incredibly encouraging of that and wanted to have conversations about that.”\u003c/p>\n\u003cp>Teachers keep detailed notes about how students are progressing, including written feedback given directly to them on their work, but nothing is graded on a 100-point scale and no letter grades are given. The idea is to learn from conversations and feedback to continue \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">making the work better\u003c/a>. Despite the gradeless world IGSS teachers have tried to create, some students do opt for grade translation, often because they worry colleges won’t recognize the work they’ve done without it.\u003c/p>\n\u003cp>“We have a dirty little moment where all the qualitative stuff becomes just a grade,” Vargas said. “And then it becomes just as arbitrary as any other grade in that moment,” added Lindsay Arado, a history teacher in the program.\u003c/p>\n\u003cp>When they started the program, Vargas and Arado wanted IGSS to be about \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">joyful learning without the pressure of grades\u003c/a>. They knew that the thousand little decisions a teacher makes about rewarding or withholding points are arbitrary and that grades most often serve as a compliance tool, a way to force students to do their work. They didn’t see that system as ultimately serving the greater goal of creating passionate learners who know themselves deeply, who can direct themselves, \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">take criticism\u003c/a>, and who are always pushing to improve.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Peer editing, even under a table, is so valuable for our students. \u003ca href=\"https://twitter.com/hashtag/peereditingfort?src=hash\">#peereditingfort\u003c/a> \u003ca href=\"https://t.co/GBXqElng9Y\">pic.twitter.com/GBXqElng9Y\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/816747603459182592\">January 4, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>But the school board and parents were uncomfortable with the idea of a gradeless learning community; they thought it would hurt students’ chances for admission to the top colleges. That’s why grade translation is an option. Still, many students ultimately prefer not to get grades. And, now that the program has a track record of getting students into excellent colleges, parents and school leaders have become more accepting of the structure.\u003c/p>\n\u003cp>“It wasn’t necessarily the teachers who dominated the classroom,” Engelman said. “It was more we are here together; I will learn from you and you can learn from me.” Now an urban studies major at Brown University, Engelman says she sees that type of intellectual exchange in her college classes, but hadn’t experienced it at New Trier until she entered IGSS.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.'\u003ccite>Kirby Engelman, IGSS alumna\u003c/cite>\u003c/aside>\n\u003cp>Engelman admits she was hesitant to give up the traditional model at first. It was all she knew. So her first semester of junior year she opted for grade translation. “Grades or no grades you get a written narrative about every assignment and how you are as a student, which showed me how unnecessary grades were,” she said. She also found the system \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">more motivating\u003c/a>. “Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.”\u003c/p>\n\u003cp>All juniors at New Trier, whether participating in IGSS or not, are required to write a massive research paper. In IGSS, students get to choose their topic and the year is largely structured around a deep dive into an area of passion. Engelman chose to research Colony Collapse Disorder, assembling a community of experts from professors to professional beekeepers and USDA officials in a community who shared a passion for honeybees. She knew nothing about honeybees going into the project.\u003c/p>\n\u003cp>“Looking back I don’t know how I had the guts as a 17-year-old to do this, but I just decided I had the authority to email anyone I wanted,” Engelman said. And for the most part, all these experts wrote back to her. She then continued to extend her passion for honeybees by convincing her parents to let her keep bees in the backyard and making a film about the experience for her senior capstone project. She also wrote an elementary school curriculum on Colony Collapse Disorder and the important role honeybees play in ecosystems, which she taught at several nearby schools.\u003c/p>\n\u003cp>Engelman didn’t take a traditional path after high school. She first went to the Savannah College of Art and Design because she liked working with her hands. She enjoyed her time there and did well, but she missed the deep intellectual thought she’d experienced as part of IGSS so she transferred to Brown. Her mom credits the IGSS program for her admittance there.\u003c/p>\n\u003cp>“My transcript, instead of being a single piece of paper, is this honking written explanation of everything I ever did as a student,” Engelman said. “I think that’s a lot more telling to universities than a letter grade.” Despite what might seem like a wandering path, Engelman says she’s never doubted her ability to succeed.\u003c/p>\n\u003cp>“I do think that, I don’t know why or how, but I do think that the IGSS program makes you willing to try new things and makes you see the potential in yourself,” Engelman said. She says friends from the program feel similarly capable and their approach tends to be, “let’s do this thing called life even if it’s not going perfectly.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF TEACHING IN IGSS\u003c/strong>\u003c/p>\n\u003cp>Teachers in IGSS have the challenging job of keeping student interests at the center of learning while creating loose plans to hit on the skills they want students to learn. They admitted it’s challenging to design learning experiences that are flexible enough for students to find exciting entry points to the work, while offering enough structure to support deep exploration. Most students, no matter how bright, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">struggle to completely self-direct\u003c/a> without guidance, especially after years of being told exactly how to do well.\u003c/p>\n\u003cp>“We often describe the planning as building the plane as we fly it,” said Mac Guy, a junior English teacher in IGSS. “But there’s something terrifying about that.” It can be stressful and overwhelming to go into a three-hour teaching session without feeling on top of the plan. “At the same time, every year coming into IGSS it’s going to be something new that’s interesting and it’s really going to challenge me to be creative,” he said. In many ways that challenge is also what makes the program such a stimulating teaching experience.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Brainstorming predictions for \u003ca href=\"https://twitter.com/Isabelwilkerson\">@Isabelwilkerson\u003c/a>‘s \u003ca href=\"https://twitter.com/hashtag/thewarmthofothersuns?src=hash\">#thewarmthofothersuns\u003c/a> at \u003ca href=\"https://twitter.com/NewTrier203\">@NewTrier203\u003c/a> \u003ca href=\"https://t.co/OBYHC4tzqt\">pic.twitter.com/OBYHC4tzqt\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/799327819591393280\">November 17, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>These teachers believe deeply that they are creating a valuable educational experience for students, but it was hard for them to let go of their previous mindsets as well. Vargas said at the outset they made a commitment not to assign any busywork. “That’s been really good for me and powerful and impactful,” but it has also challenged him to think about why he felt history should be taught in a certain order or feature certain characters.\u003c/p>\n\u003cp>“I had trouble letting go of that narrative,” Vargas said. “It made me realize that a lot of my teaching throughout my career has been draped around the story of history.” He’s fought to make everything he teaches feel authentic and connected to students, but he still misses the familiar narrative he used to teach.\u003c/p>\n\u003cp>This program has also forced teachers to collaborate and communicate much more than they did when they taught 40-minute class periods on their own. And perhaps one of the hardest things to overcome is students’ learned behaviors around schoolwork. Halfway through the year students are still asking about points and whether they will lose credit if a writing assignment is too short. While that frustrates the teachers, they understand how deeply ingrained the grading system has become for American students. And, “We’re asking some of our kids to not get grades for some of their best work,” Guy acknowledges.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The tyranny of grading is nothing new, but grades are partly why old ways of teaching and learning can feel impossible to ditch. That’s why some \u003ca href=\"https://www.facebook.com/groups/277181926058422/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers are organizing\u003c/a> around \u003ca href=\"https://medium.com/teachers-going-gradeless/teachers-going-gradeless-50d621c14cad\" target=\"_blank\" rel=\"noopener noreferrer\">“going gradeless”\u003c/a> as a way of structurally changing what is valued in classrooms.\u003c/p>\n\n","blocks":[],"excerpt":"When teachers don't give grades they find it completely changes the focus of learning in their classrooms.","status":"publish","parent":0,"modified":1502673987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2160},"headData":{"title":"When Schools Forgo Grades: An Experiment In Internal Motivation | KQED","description":"When teachers don't give grades they find it completely changes the focus of learning in their classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Schools Forgo Grades: An Experiment In Internal Motivation","datePublished":"2017-08-14T01:26:27.000Z","dateModified":"2017-08-14T01:26:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48493 https://ww2.kqed.org/mindshift/?p=48493","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/","disqusTitle":"When Schools Forgo Grades: An Experiment In Internal Motivation","path":"/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lots of factors affect whether and what students learn in school, but most often that conversation gets boiled down into a single letter grade, a symbol of everything a student knows or doesn’t know. Because grades are often required, and easy to understand, they have become the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">focus for many parents, teachers and students\u003c/a>. The problem is that grades are often \u003ca href=\"https://medium.com/teachers-going-gradeless/the-5-best-reasons-for-going-gradeless-e6577c44d5b1\" target=\"_blank\" rel=\"noopener noreferrer\">subjective, arbitrary and can be demotivating\u003c/a> to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.\u003c/p>\n\u003cp>Kirby Engelman was a typical high school student at New Trier High School outside Chicago. Her first two years there she did fine academically, but she was going through the motions, doing what she thought she was so supposed to do. She felt lost among the thousands of students thronging the hallways of New Trier, which has over 4,000 students. When her mother encouraged her to apply to the \u003ca href=\"http://www.newtrier.k12.il.us/igss/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Global Studies School (IGSS)\u003c/a>, a smaller program within this public high school, she did so on a whim, drawn more to the smaller learning community than to the alternative teaching style it offered.\u003c/p>\n\u003cp>“It felt totally different,” Engelman said. “It opened my mind to education as something more of, rather than learning content, you were learning how to learn. It opened my mind to my potential as well as the potential of humans and the world.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students are presenting their first semester passion projects to each other. \u003ca href=\"https://twitter.com/hashtag/SelfDiectedLearning?src=hash\">#SelfDiectedLearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/No?src=hash\">#No\u003c/a> MultipleChoiceFinal \u003ca href=\"https://t.co/UDhu6PJJks\">pic.twitter.com/UDhu6PJJks\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/819260024019189760\">January 11, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The program, which has operated at New Trier since 2009, came about when teachers and parents at this high-achieving school realized that while students were “succeeding” by traditional measures like test scores and college-admission rates, something was missing. Teachers wanted to help students develop intrinsic motivation. And they believed grades were at the root of the problem.\u003c/p>\n\u003cp>“We were going to try to create a school that was driven by student interests, not grades, that was interdisciplinary and was built on experiential learning,” said Colby Vargas, a senior English teacher and one of the founders of IGSS. “Those are all counter to the school culture in many ways.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school board approved the IGSS program on the condition that students could choose to have the narrative assessments teachers give to students translated into more traditional letter grades at the end of each semester. Students apply to the program during sophomore year for participation junior and senior year. English, history, science and art are taught through interdisciplinary projects three hours a day. While teachers plan broad thematic units, student choice is a hallmark of the program and teachers offer a lot of personalized attention. IGSS is meant to be small, so there are only 40 students at each grade level. A team of three teachers works collaboratively to weave an interdisciplinary experience for each class.\u003c/p>\n\u003cp>“There are lots of kids who just cruise through and never get fired up about anything. That’s who we are really built for,” Vargas said. Rather than covering specific content, teachers develop broad themes and let students dive deeply into aspects of the topic that interest them, guiding them to think deeply, research in directions they haven’t thought about and improve their writing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Is Otherness a fundamental category of human thought? \u003ca href=\"https://twitter.com/hashtag/essentialquestions?src=hash\">#essentialquestions\u003c/a> \u003ca href=\"https://twitter.com/hashtag/igssOutside?src=hash\">#igssOutside\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deBeauvoir?src=hash\">#deBeauvoir\u003c/a> \u003ca href=\"https://t.co/wUOkRFMcnm\">pic.twitter.com/wUOkRFMcnm\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/823608641966272514\">January 23, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This style of learning came as a huge relief to Nora Grubb, who graduated from the IGSS program and went on to attend Skidmore College. “I felt really disenchanted in my early years in high school because I was around competitive people but not in the way I would have imagined,” Grubb said. “They weren’t competitive with themselves. They were competitive with other people and they weren’t interested in widening their scope.”\u003c/p>\n\u003cp>She said freshman and sophomore years she did a lot of schoolwork, but never felt intellectually challenged. She loved that the teachers in IGSS were interested in her as a person, not just as a number passing through. “It tapped into the curiosity I had about myself and the world around me, and the teachers were incredibly encouraging of that and wanted to have conversations about that.”\u003c/p>\n\u003cp>Teachers keep detailed notes about how students are progressing, including written feedback given directly to them on their work, but nothing is graded on a 100-point scale and no letter grades are given. The idea is to learn from conversations and feedback to continue \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">making the work better\u003c/a>. Despite the gradeless world IGSS teachers have tried to create, some students do opt for grade translation, often because they worry colleges won’t recognize the work they’ve done without it.\u003c/p>\n\u003cp>“We have a dirty little moment where all the qualitative stuff becomes just a grade,” Vargas said. “And then it becomes just as arbitrary as any other grade in that moment,” added Lindsay Arado, a history teacher in the program.\u003c/p>\n\u003cp>When they started the program, Vargas and Arado wanted IGSS to be about \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">joyful learning without the pressure of grades\u003c/a>. They knew that the thousand little decisions a teacher makes about rewarding or withholding points are arbitrary and that grades most often serve as a compliance tool, a way to force students to do their work. They didn’t see that system as ultimately serving the greater goal of creating passionate learners who know themselves deeply, who can direct themselves, \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">take criticism\u003c/a>, and who are always pushing to improve.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Peer editing, even under a table, is so valuable for our students. \u003ca href=\"https://twitter.com/hashtag/peereditingfort?src=hash\">#peereditingfort\u003c/a> \u003ca href=\"https://t.co/GBXqElng9Y\">pic.twitter.com/GBXqElng9Y\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/816747603459182592\">January 4, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>But the school board and parents were uncomfortable with the idea of a gradeless learning community; they thought it would hurt students’ chances for admission to the top colleges. That’s why grade translation is an option. Still, many students ultimately prefer not to get grades. And, now that the program has a track record of getting students into excellent colleges, parents and school leaders have become more accepting of the structure.\u003c/p>\n\u003cp>“It wasn’t necessarily the teachers who dominated the classroom,” Engelman said. “It was more we are here together; I will learn from you and you can learn from me.” Now an urban studies major at Brown University, Engelman says she sees that type of intellectual exchange in her college classes, but hadn’t experienced it at New Trier until she entered IGSS.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.'\u003ccite>Kirby Engelman, IGSS alumna\u003c/cite>\u003c/aside>\n\u003cp>Engelman admits she was hesitant to give up the traditional model at first. It was all she knew. So her first semester of junior year she opted for grade translation. “Grades or no grades you get a written narrative about every assignment and how you are as a student, which showed me how unnecessary grades were,” she said. She also found the system \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">more motivating\u003c/a>. “Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.”\u003c/p>\n\u003cp>All juniors at New Trier, whether participating in IGSS or not, are required to write a massive research paper. In IGSS, students get to choose their topic and the year is largely structured around a deep dive into an area of passion. Engelman chose to research Colony Collapse Disorder, assembling a community of experts from professors to professional beekeepers and USDA officials in a community who shared a passion for honeybees. She knew nothing about honeybees going into the project.\u003c/p>\n\u003cp>“Looking back I don’t know how I had the guts as a 17-year-old to do this, but I just decided I had the authority to email anyone I wanted,” Engelman said. And for the most part, all these experts wrote back to her. She then continued to extend her passion for honeybees by convincing her parents to let her keep bees in the backyard and making a film about the experience for her senior capstone project. She also wrote an elementary school curriculum on Colony Collapse Disorder and the important role honeybees play in ecosystems, which she taught at several nearby schools.\u003c/p>\n\u003cp>Engelman didn’t take a traditional path after high school. She first went to the Savannah College of Art and Design because she liked working with her hands. She enjoyed her time there and did well, but she missed the deep intellectual thought she’d experienced as part of IGSS so she transferred to Brown. Her mom credits the IGSS program for her admittance there.\u003c/p>\n\u003cp>“My transcript, instead of being a single piece of paper, is this honking written explanation of everything I ever did as a student,” Engelman said. “I think that’s a lot more telling to universities than a letter grade.” Despite what might seem like a wandering path, Engelman says she’s never doubted her ability to succeed.\u003c/p>\n\u003cp>“I do think that, I don’t know why or how, but I do think that the IGSS program makes you willing to try new things and makes you see the potential in yourself,” Engelman said. She says friends from the program feel similarly capable and their approach tends to be, “let’s do this thing called life even if it’s not going perfectly.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF TEACHING IN IGSS\u003c/strong>\u003c/p>\n\u003cp>Teachers in IGSS have the challenging job of keeping student interests at the center of learning while creating loose plans to hit on the skills they want students to learn. They admitted it’s challenging to design learning experiences that are flexible enough for students to find exciting entry points to the work, while offering enough structure to support deep exploration. Most students, no matter how bright, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">struggle to completely self-direct\u003c/a> without guidance, especially after years of being told exactly how to do well.\u003c/p>\n\u003cp>“We often describe the planning as building the plane as we fly it,” said Mac Guy, a junior English teacher in IGSS. “But there’s something terrifying about that.” It can be stressful and overwhelming to go into a three-hour teaching session without feeling on top of the plan. “At the same time, every year coming into IGSS it’s going to be something new that’s interesting and it’s really going to challenge me to be creative,” he said. In many ways that challenge is also what makes the program such a stimulating teaching experience.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Brainstorming predictions for \u003ca href=\"https://twitter.com/Isabelwilkerson\">@Isabelwilkerson\u003c/a>‘s \u003ca href=\"https://twitter.com/hashtag/thewarmthofothersuns?src=hash\">#thewarmthofothersuns\u003c/a> at \u003ca href=\"https://twitter.com/NewTrier203\">@NewTrier203\u003c/a> \u003ca href=\"https://t.co/OBYHC4tzqt\">pic.twitter.com/OBYHC4tzqt\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/799327819591393280\">November 17, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>These teachers believe deeply that they are creating a valuable educational experience for students, but it was hard for them to let go of their previous mindsets as well. Vargas said at the outset they made a commitment not to assign any busywork. “That’s been really good for me and powerful and impactful,” but it has also challenged him to think about why he felt history should be taught in a certain order or feature certain characters.\u003c/p>\n\u003cp>“I had trouble letting go of that narrative,” Vargas said. “It made me realize that a lot of my teaching throughout my career has been draped around the story of history.” He’s fought to make everything he teaches feel authentic and connected to students, but he still misses the familiar narrative he used to teach.\u003c/p>\n\u003cp>This program has also forced teachers to collaborate and communicate much more than they did when they taught 40-minute class periods on their own. And perhaps one of the hardest things to overcome is students’ learned behaviors around schoolwork. Halfway through the year students are still asking about points and whether they will lose credit if a writing assignment is too short. While that frustrates the teachers, they understand how deeply ingrained the grading system has become for American students. And, “We’re asking some of our kids to not get grades for some of their best work,” Guy acknowledges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tyranny of grading is nothing new, but grades are partly why old ways of teaching and learning can feel impossible to ditch. That’s why some \u003ca href=\"https://www.facebook.com/groups/277181926058422/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers are organizing\u003c/a> around \u003ca href=\"https://medium.com/teachers-going-gradeless/teachers-going-gradeless-50d621c14cad\" target=\"_blank\" rel=\"noopener noreferrer\">“going gradeless”\u003c/a> as a way of structurally changing what is valued in classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_108","mindshift_20784","mindshift_1040","mindshift_21111","mindshift_21110"],"featImg":"mindshift_48650","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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