Elementary School Report Cards. I don't understand, I guess.

[Tammi67]

We have the same crazy grading scale in our district, until 6th grade when they then get letter grades. I had a hard time grasping the meaning of the numbers until it was explained to me in this way:

If a child is told to draw a house, and he/she draws what can be seen as a house, he gets a 3. If he draws a house, bushes, flower gardens, cars in driveway, swingset, some trees, etc etc, he gets a 4. More "out of the box" thinking, so to speak.

Or if a child is being measured on ability to ride a bike - if he can pedal down the street without crashing, he gets a 3. But if he is doing ramps/tricks/jumps, he gets a 4.

See the analogy??

 

[agnes!]

I assume different teachers unless they looped and it's the same teacher from last year. What 1 teacher may consider "4" work, another one considers "3". In addition, there are the teachers as said before, if they give 4's the entire 1st semester there is nothing for your child to improve upon & they should be in 4th grade not 3rd (i.e. if they are exceeding expectations in every area, then they are working a full grade ahead in all areas).

I remember when we went to the no number at all system here -- just 3 boxes literally -- they put a check in one of the columns of "Exceeds" "Meets" or "Needs Improvement" -- not even the teachers could decipher what they were doing that first year. Every teacher has a different grading scale & that is true even with the A - F scale. My DD is in High School and they get the grading scale from every single teacher -- they are not all equal. I don't have it handy but I seem to recall one teacher put 96 - 100 as their A. It just struck me because I thought that was one tough grading scale. ...

If his grading rubric is different from every other teacher, then this particular teacher is not following the district's grading policy, whatever it is. Had anybody brought it up with the administration? Our district used to have a convoluted system that only THEY had where, for instance, a 94-100 was an "A" but a 93.49 was a "B+". Thankfully this year they've gone to the more-commonly accepted 10 point grading system.

My kid is only in 1st grade, but really I've already given up trying to figure out how schools are grading now.

Her school does something similar to the OP's and DD always gets the equivilent of 3's. Then in the comments section the teacher will write something about how she is working above grade level in whatever subjects. So I guess in her class, it is "meeting expectations" to be working above grade level.

DD is working on solving the healthcare issues in our country in the hopes of maybe getting a 4.

As a kid we always got an A, B, C, D or F. You knew exactly where we stood. And it was a great tool for the parents as well.

I think this new grading thing is just more "politically correct" nonsense.

I'm not a big fan of it either. One of the problems seems to be that it doesn't get explained very well to the parents.

Don't you hate that

When my daughter's interim came out it just gave the score... but not the specifics. She was freaking since she is an A/B student, and recieved a C in health???? In previous years the printout w/ the specific grades was sent home also. This made it much easier to talk w/ her about the grades, rather than being confused as to what the exact issues were. We requested a conference, and when she printed it out, we found out what to do to improve. DD went from a C to an A by the final grade.

When I asked the teacher why they didn't just print that out to begin w/, she said they were told not to.

Glad you got your questions answered.

*Really*? That makes no sense to me... What would be the problem in giving the information to the parents and student?

When a child is scored correctly with the teacher following the standards and the rubric for what exceeds the grade level standards, the number score is actually more meaningful than a letter grade. Many kids who tried hard and had good effort but struggled in school were bring home A's and B's just like the kids who were performing much higher. We used to say that the child's grade was based on "individual effort and achievement."

Well, that is not the case anymore. A standard is a standard. If a child is doing well with the standards and getting between 80 - 100% on things, then he/she typically receives a "3" for "meets standards." However, if you have a child that really thinks out of the box, writes all over the margins on his math paper explaining what he did over and above or gives extra examples when the assignment said "give an example" and it's done correctly -- well, that is a "4." 4's are really for the top 3% of a school population and are not handed out like candy or like the arbitrary letter grading system. Your kids should be very proud to receive "3"s. Tell them it has nothing to do with a grade, but shows they are meeting the standards. If they want to achieve 4's encourage them to think out of the box and go above and beyond.

Why is it a good idea for a person who's getting a 100% to get the same mark as someone who's getting an 80%? I guess I don't understand that if "the standards" are such a good idea, why it gets phased out in middle school and high school... I would think that when these kids (especially those getting "3's" but pulling 80% work) get to the upper grades, those letter grades will be a shock. An 80% in an upper grade will probably be a "C".

agnes!

 

[luvmy3]

My kid is only in 1st grade, but really I've already given up trying to figure out how schools are grading now.

Her school does something similar to the OP's and DD always gets the equivilent of 3's. Then in the comments section the teacher will write something about how she is working above grade level in whatever subjects. So I guess in her class, it is "meeting expectations" to be working above grade level.

DD is working on solving the healthcare issues in our country in the hopes of maybe getting a 4.

As a kid we always got an A, B, C, D or F. You knew exactly where we stood. And it was a great tool for the parents as well.

I think this new grading thing is just more "politically correct" nonsense.

I think you hit the nail on the head, we have become a society who feels that a child shouldn't be told they are failures. Grading with a number scale helps them feel better, unfortuantely I don't think it does anything to make them do any better, but thats a total different thread.


The other problem I see with grading on a number scale is that it isn't consistent from class to class. What one teacher considers a 3, another may consider a 4. When a child gets a *95* or an A, it means the same in any class, its not what the teacher interprets it to be.

 

[Papa Deuce]

I think you hit the nail on the head, we have become a society who feels that a child shouldn't be told they are failures. Grading with a number scale helps them feel better, unfortuantely I don't think it does anything to make them do any better, but thats a total different thread.


The other problem I see with grading on a number scale is that it isn't consistent from class to class. What one teacher considers a 3, another may consider a 4. When a child gets a *95* or an A, it means the same in any class, its not what the teacher interprets it to be.

This whole grading system was designed by the same folks who don't want to keep score in youth sports. "Hey, everybody wins! Here is your trophy! We have no losers here....."

 

[tmarquez]

I guess it might be a good idea to suggest being some sort of therapist to our kids...it'll be a good business to be in when all these kids finally realize what losing is and that sometimes average just isn't good enough!

This whole grading system was designed by the same folks who don't want to keep score in youth sports. "Hey, everybody wins! Here is your trophy! We have no losers here....."

 

[mickeyboat]

What is good about the new rubric is that you get a much more detailed analysis of what the academic goals are for the year. Instead of seeing "Math" you see "Knows multiplication tables 2-12," "Understands how to add fractions," etc. It is a lot more useful to me as a parent partner in my childrens' educations to understand the curriculum expectations.

To be honest, as long as your child understands the rubric and understands that he or she is doing well, do the letter grades really matter to anyone but the parents, who are used to seeing the letter grades, and who want to use them as a method to compare their children to other kids?

There will be plenty of time for letter grades, don't you think?

 

[Marymom]

Chuck,

Here in Utah, the grade scale is 1-3. I have no idea how my daughter is really doing in school! She is in 6th grade and is responsible for doing her homework. I have no idea, due to the grading system, if she needs help or prodding. Most everything is a 3 but she has a 2.5 in writing and reading. Her teacher says that if she had solid 3's this early in the school year, she shouldn't be in the 6th grade. I think the school is encouraging mediocrity by this grading system. Don't even get me started on how she doesn't have science and social studies everyday! Utah has the worst school system in my many military moves experience. Virginia has been the best!

Mary

 

[Papa Deuce]

........

There will be plenty of time for letter grades, don't you think?

Possibly so, yet I really see NO BENEFIT to use the system we have, other than making the politically correct folks feel all warm and fuzzy.

But at least now - as per the post above ( number 57 ) by me - I understand what the thinking behind it is.

 

[agnes!]

When my DD was in elementary school, they had progress reports that showed how your kid was doing and where they should be by the end of the school year. This was quite useful and done in conjunction with (in the early years) a comment-based system with marks of "Satisfactory", "Needs Improvement" , etc. + citizenship comments ("plays well with others" and so on).

I think our kids will survive all the educational improvements we adults put into place, in spite of our best efforts ( ). I admit it, though, I'm jaded about schools in general. And I am sorry that I'm not more enthusiastic about it all. This journey I've taken as a parent through the educational-system has been very trying at times. As I said to someone several years back, at a time when it felt like the administrators were pushing onto our kids the latest and untested (as it was actually implemented) pedagogical mantra to come down the scholastic pike... "Oh goody. Another *new* "New Math".

agnes!

 

[disykat]

Why is it a good idea for a person who's getting a 100% to get the same mark as someone who's getting an 80%? I guess I don't understand that if "the standards" are such a good idea, why it gets phased out in middle school and high school... I would think that when these kids (especially those getting "3's" but pulling 80% work) get to the upper grades, those letter grades will be a shock. An 80% in an upper grade will probably be a "C".

agnes!

Here's the crux of it. Depending on how grading is done, it's possible to have very good coping skills and do A level work without meeting some of the basic objectives for your grade level. Then people are asking "how did Johnny get through school without being able to read?" The idea is to report to parents the kid's SKILL level, not their ability to follow directions, use good penmanship, be obedient, etc.

 

[declansdad]

My kids are in 3rd grade. When they take tests they almost always get 90% or better, no matter the subject.

So in each category they get a 1, 2, 3, or 4. ( on their report cards )

1 = ( not sure what it means )

2 = Needs improvement

3 = Meets expectations

4 = Exceeds Expectations

Now, in the grand scheme of things, in 3rd grade, I doubt it matters much whether they get a 3 or a 4, but I guess I don't understand why BOTH of my kids just got ALL 3's... 3's in every single category.

So, can someone enlighten me as to how kids who get 90% or better on almost every single test they get are getting "Meets Expectations"?

Does this mean that they would need to get all 95% or better to get "Exceeds Expectations"?

We have written a note for the teachers to email us how their grades are figured out. My one daughter has had a 100% in every single math test / quiz this year, and that one she got a 96%. Wouldn't that seem to be an Exceeds Expectations grade?

Again, in 3rd grade, I don't think it matters much, but I ( we ) just don't understand it.

You do realize that you are not going to get an answer to your question on this board, right? The only person with the answer is the teacher.

 

[declansdad]

Chuck,

Here in Utah, the grade scale is 1-3. I have no idea how my daughter is really doing in school! She is in 6th grade and is responsible for doing her homework. I have no idea, due to the grading system, if she needs help or prodding. Most everything is a 3 but she has a 2.5 in writing and reading. Her teacher says that if she had solid 3's this early in the school year, she shouldn't be in the 6th grade. I think the school is encouraging mediocrity by this grading system. Don't even get me started on how she doesn't have science and social studies everyday! Utah has the worst school system in my many military moves experience. Virginia has been the best!

Mary

Why not talk to the teacher to see how she is doing?

 

[Papa Deuce]

You do realize that you are not going to get an answer to your question on this board, right? The only person with the answer is the teacher.

see post 57....

 

[Magic Mom]

My kids are in 3rd grade. When they take tests they almost always get 90% or better, no matter the subject.



So, can someone enlighten me as to how kids who get 90% or better on almost every single test they get are getting "Meets Expectations"?

Does this mean that they would need to get all 95% or better to get "Exceeds Expectations"?

.

Well, that is the other thing... for grades 4 - 6, a 90 or more is an A.

A = 90 - 100%

B = 80 - 89%
.

Count your blessings, Here a 90% is a middle B, not an A.

 

[luvmy3]

Count your blessings, Here a 90% is a middle B, not an A.

Here an 85-90 overall average gets you on the honor roll, a 91-100 gets you high honors. Not so long ago I had to bust my behind to get high honors, a 91 wasn't even honors

 

[mjkacmom]

Here an 85-90 overall average gets you on the honor roll, a 91-100 gets you high honors. Not so long ago I had to bust my behind to get high honors, a 91 wasn't even honors

94 and above is high honors here, A's start at 94. Dd13 got a 91 and 92 this year, her first year of not being on the high honor roll.

 

[Liberty Belle]

We went through this last year (and again this year, but now we understand) with our then kindergartener. In his class they took a pre-test for math (for every chapter) and depending on how they did, they were placed in one of three groups. I can't remember what the lowest and middle group were called, but the highest group was "enrichment." Our son was placed in enrichment every time, but received a "meets expectations" on his report card. It wasn't until the third quarter that he started earning "exceeds expectations."

 

[turkeymama]

Okay, Education major here. The rubric system is tough to adjust to at first, but here is the reasoning behind it as explained by my Assessment instructor last semester.

Teachers set up lessons/assignments based on the state's comprehensive curriculum. There is a bare minimum to the objective. If the student achieves nothing more and nothing less, that would give them an average score. In our case, we were taught to set the rubric/grading system up with 5 points, with a 3 being average. If the student achieved only a few objectives of the lesson, they would get a 2. If they achieved the minimum, and exhibited higher-level thinking skills, they could get a 4, and possibly a 5 depending on the level of skills they showed.

Some students will never do more than the minimum, and they can make it through school and there are plenty of universities that will take them, provided their SAT/ACT scores meet the university requirements for admission. Some students will consistently exceed the objectives for lessons, and for that, they deserve a higher score. It isn't fair to give students who don't exceed the objectives the same score as students who are consistently exceeding objectives.

When done properly, and explained properly, a rubric grading system is actually more fair to all the students. It is intended to remove any subjectiveness from the grading process. I realize that doesn't always work, which is why I say "when done properly".