Newsletter--Winter 2019: Improving Grading in College - https://mailchi.mp/987a946577d1/book-and-online-course-announcement-3012381
Crescendo Ed Group partners with schools and districts to improve the accuracy and fairness of grading and assessment practices.
Newsletter--Winter 2019: Improving Grading in College - https://mailchi.mp/987a946577d1/book-and-online-course-announcement-3012381
Newsletter--Spring 2018: Is Averaging Student Performance Inequitable? - https://mailchi.mp/ddbdb1fc1f61/book-and-online-course-announcement-2937325
Newsletter--Winter 2018: How Are Group Grades Inequitable? - https://mailchi.mp/6eefdb047a71/book-and-online-course-announcement-2864013
Grading for Equity book & online course now available! - https://mailchi.mp/b90a353faad2/book-and-online-course-announcement
What's Wrong With Extra Credit?--Crescendo Newsletter (Spring 2018) - https://mailchi.mp/5cd04367792d/examining-extra-credit-fall-2018
If we’re committed to equity in our schools, then we white educators have to nudge ourselves outside of comfort zones for the sake of our students. So read this.
Robin DiAngelo argues that our largely segregated society is set up to insulate whites from racial discomfort, so that they fall to pieces at the first application of stress.
Some good suggestions to show students from day 1 that their voice matters and that you care about them. Even better if you do something with the info you get from them!
It’s that time again – time to think about that very first day of school and how you greet your class on day one. How will you begin to create an environment for risk and creativity? Will your students be greeted by rules and “thou shalt nots”, or by questions that set the stage for thinking and ris...
Schools using mastery-based learning (and grading) to support growth mindset and get more kids successful.
Mastery-based learning allows students to learn at their own pace.
Independent HS improving transcripts: Instead of abstract letter grades, reporting levels of mastery on specific skills and content. Well done! Mastery Transcript Consortium
More than 100 elite private high schools aim to replace traditional transcripts with competency-based, nonstandardized documents -- with no grades. They plan to expand to public high schools, with goal of completely changing how students are evaluated.
Another reason not to grade students on their behavior, but on what they know.
Disruptive students may not be the easiest to have in class, but perhaps defiance should be encouraged.
Entire CT district drops traditional A-F report card and uses standards-based grading. Creating better communication, student empowerment, and higher achievement is worth the friction.
WINDSOR LOCKS, Conn. — When Kylie Jones brings home her report card, it doesn’t have any A’s, B’s or C’s. The Windsor Locks High School freshman belongs to the first cohort of students going through middle and high school under a new system. Traditional grades no longer exist, children get extra hel...
S.Ct. sets higher standard for IEP goals and educational opportunities for students w special needs. Just spoke with a school staff about how to grade them--effort, achievement, growth, and what standards...
The decision affects millions of children nationwide.
“We don't think the discrimination and bias, by itself, had this effect. Instead, we think these experiences made students disengage from the system.”
By Lisa Rapaport(Reuters Health) - Students of color who perceive biased treatment from middle school teachers may be less likely to attend college t
Prioritize learning over competition: Schools try to remove stress of class rankings--which one superintendent accurately calls a "false number".
Millard Public Schools near Omaha, Nebraska, will switch to a college-like ranking system that designates graduates as magna cm laude, summa cm laude and cm laude. This was after administrators
I'm leading Grading with an Equity Lens @ Solano County Office of Education on Jan 20. Helpful for teachers and admin to understand how traditional approaches to grading are unfair and inaccurate, and how to make them more equitable.
ACSA, in conjunction with its equity partners, is proud to bring you a unique new professional develop experience designed to build your cultural proficiency capacity in orde
To my Teacher Colleagues: A powerful way to build relationships with students on Day 1. Maybe use to kick off Semester 2 of 2016-17?
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels an...
Black students with incarcerated parents have a higher risk of developing mental and physical health problems, according to the EPI.
The future of student data is more than just one test--what if grades made standardized tests less necessary?
"The Best of Both Worlds"--just published in Kappan!
National networks of teachers wrote letter to ED to recommend PD that is a "progression of learning sessions coupled with the implementation of strategies in the classroom and subsequent feedback based on classroom observation." Good to have Crescendo's method validated!
A variety of teacher-policy groups want stronger PD guidance in the upcoming regulations under the Every Student Succeeds Act.
Teacher: I see the difference in educational privilege every day. I live it. I am disgusted by it.
'Almost every day, I slip food to one of my students. Both of his parents are in prison. Or, one of his parents is in prison and the other is dead. We can’t quite get the full story from him....Where there is money, there is education. Where there isn’t money, there is excessive testing, lack of cur...
Too many school systems misuse tests, haven’t sufficiently supported teachers, aren’t aligned with colleges, and have inaccurate and unfair grading practices. Perhaps we can be motivated to address the causes individually when we see the impact of them collectively.
In Baltimore County, thousands of high school seniors are being required to take remedial math and English courses. And it’s not just in the city’s schools,
Entire districts using improved grading. Skepticism (& a silly loaded headline), but progress on a large scale! Would like to see data on impact & outcomes to compare w my findings: reduced D's & F's (and A's), improved student engagement, & improved relationships bt students and teachers.
Schools across the country are adopting policies that encourage students to keep trying by avoiding grades that would put them into too deep of an academic hole.
What if a high-performing school just reflects that students come from high-resource families, and doesn't actually have strong instruction? The idea that a high-performing school isn’t providing academic benefit to students is unsettling and risky.
When we’re identifying the best K-12 schools, some easy information to get is the school’s standardized test scores. Some states assign A-F grades to schools to
We will improve education in juvenile facilities when we believe in black/brown kids' rehabilitative potential.
For the first time, the federal civil rights data released by the Department of Education included information on the number of hours and days that students in juvenile facilities have access to educational programs. Advocates want more.
Why might most teachers' grading result in middle and high school students being chronically absent during 2nd and 4th quarters of the school year? For more info on equity and grading, follow me @JoeCFeldman.
The US Department of Education recently posted a website on chronic absenteeism that highlights data from its 2013-14 Civil Rights Data Collection. The headline
When students perceive their teachers treating students of color differently, there's less interest in kids pursuing cross-race friendships. "It’s the daily interactions that teachers have with their students in the classroom—modeling how you treat one another and how you listen to one another—that can bolster the likelihood of interracial friendships enduring."
Research shows that interracial friendships decline as kids enter adolescence—and that their perceptions of classroom educators play a role.
The same biases that cause us to disparately punish African-American girls behaviors are the same biases that deflate their grades when we include subjective categories like "Participation" & "Effort".
In four videos, education researchers discuss their perspectives on the criminalizing of black girls in American schools, including by school resource officers.
Students do better when they read about famous peoples' struggles. That's why not penalizing, even inviting, mistakes (and retakes) is so valuable. It's real life!
Researchers found that students perform better in science where they read stories about how famous scientists struggled rather than when they read stories about what those scientists achieved.
"Children raised in poverty display ample amounts of grit every day, and they don’t need more of it in school."
'While grit theory offers little of value to those disadvantaged students, it can certainly harm them, by romanticizing hardship.'
All embarrassing. One that hit me hard: 1.6 million students attend a high school w/ a police officer but no guidance counselor. What an awful message to send--a sure way to ensure their post-high school experiences don't include college.
Black and Hispanic students are disproportionately suspended, expelled, and have unequal access to education, according to the latest Civil Rights Data Collection.
Finally, we're branching out to twitter! twitter.com/JoeCFeldman.
Look for info and links to critical conversations about education and grading / assessment.
The latest Tweets from Joe Feldman (@JoeCFeldman). 20+ year teacher, principal, administrator, now consultant on grading accurately and fairly. Oakland, CA
Spring Newsletter: Honoring Teachers' Judgments
Why do we cede our professional judgment to our grading software?
Lost of causes for this, but certainly when grades include attendance, perceived "effort", and other non-academic criteria, it's going to inflate grades and give parents (and students) a false sense of their academic level.
A new national survey shows a huge disconnect between parent perceptions and student performance.
Totally agree with this--Small schools aren't a silver bullet, but without them certain benefits for kids are SO much harder. A shout out to all my small school colleagues and veterans.
Were small schools just another failed school improvement effort, or do they actually work? Jack Schneider's answer is both.
What's Wrong With ESSA?
The Every Student Succeeds Act (ESSA), signed into law in December, is a vast improvement over its predecessor, the No Child Left Behind Act (NCLB). However, its primary feature—accountability based on student achievement—still falls short. Though schools will now be measured by broader criteria, ESSA preserves a painful irony of NCLB: the grades students earn remain ignored in the evaluation of school quality. See my full article: http://us9.campaign-archive2.com/?u=2643e9b0a5c2d98e55a050bcb&id=a770bfd609
While some would say that schools are lowering their standards, one real culprit of students being unprepared for college is how we grade.
It's not necessarily that grades are inflated---it's that they're overweight. A grade a student receives in a course is supposed to reflect her knowledge of the content--presumably, her test and quiz scores. However, teachers include a hodgepodge of other non-academic information in the calculation of a student's grade. Teachers award points to students when they complete homework, raise their hands, bring their notebooks to class, work well in a group, bring kleenex boxes in the winter, return permission slips, don't talk unless called upon--in other words, for behaviors that have nothing to do with academic competence in a subject area, but reflect the student following a teacher's instructions. As a result, students receive passing grades, and sometimes A's and B's, when they have complied with a teacher's behavior expectations even though they score low on tests. The teacher hasn't lowered her standards, it's just that the grade is so packed full of disparate information that it doesn't reflect what content knowledge a student has. The grade becomes nearly meaningless.
Of course it's important that teachers teach and reward "soft skills", but we need to find another way to report students' attainment of these non-academic skills. As it stands, we're rewarding compliance over content, and giving students and their families a false sense of their own readiness for the rigors of college.
The NY Board of Regents is considering changing its graduation requirements because fewer students passed the Algebra end-of-course exam required for graduation. If the school's algebra grades were accurate reflections of student proficiency, then schools could predict performance on the exams, and teachers would know what support was needed BEFORE students took (and failed) the exam!
New York has redesigned its Regents algebra test, which students must pass to graduate, to align to the common core. And the scores have consequently plummeted.
"The critical examination of how we grade might seem incidental to equity work but with more accurate and equitable grading, students feel a stronger sense of ownership, control and hope — three feelings that traditional grading systems don’t promote — and most importantly, student failure rates decrease dramatically."
SmartBlog on Education will shine a light on back-to-school teaching and learning trends during July. In this blog post, education consultant Joe Feldman t
Rather than a traditional stand-and-deliver approach to professional development, we train teachers to conduct action research to explore, individually, what grading and assessment practices are most effective in their classroom to improve student performance.
Hear how we approach partnering with schools and districts to help teachers improve the accuracy and fairness of their grading
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