MONROVIA, CA / ACCESSWIRE / May 1, 2024 / Dr. Ryan Smith, an esteemed education leader with over two decades of experience in various roles, including Superintendent of the Monrovia Unified School District in California and high school principal, is sparking a critical conversation about the impact of grading reforms on educational equity and accuracy.
In response to a widely discussed New York Times opinion piece by Jessica Grose titled "Lenient Grading Won't Help Struggling Students. Addressing Chronic Absenteeism Will," Dr. Smith offers a thought-provoking exploration of grading practices' complexities and their implications for student achievement.
Grading practices have long been debated within education circles, particularly concerning the gap between students' grades and academic performance, as measured by standardized test scores and other objective assessments. Dr. Smith acknowledges the multifaceted nature of this issue, recognizing the influence of various factors, including the subjective nature of grading, external pressures on educators, and the need to address equity in education.
One proposed reform to address equity in grading is the elimination of zeroes in calculations, setting minimum marks at 50%. Advocates argue that this approach reduces the impact of zeros on students' overall grades, particularly for those who struggle with attendance or academic performance. However, Dr. Smith questions the effectiveness and accuracy of this reform, drawing on his extensive experience and expertise in education leadership.
Dr. Smith argues that while the intention behind eliminating zeroes is to promote equity, it may inadvertently distort the accuracy of grades. He says that by setting a minimum mark of 50% regardless of students' actual performance, this approach must accurately reflect their mastery of academic standards. Instead of providing an accurate measure of achievement, grades become inflated and lose their validity as indicators of students' progress.
To illustrate this point, Dr. Smith examines common scenarios where students may receive zeros, such as failing to submit or submitting work of poor quality. In these cases, assigning a grade of 50% without evaluating the actual merit of the work undermines the integrity of grading practices. Rather than addressing the root causes of academic challenges, this approach masks them, perpetuating inequities in education.
Dr. Smith emphasizes implementing evidence-based strategies to support student learning and address absenteeism. He suggests utilizing frameworks like Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) to provide targeted interventions for students who need additional support. By addressing the underlying factors contributing to academic struggles, educators can help students succeed while maintaining the integrity of grading practices.
In addition to proposing practical solutions, Dr. Smith advocates for meaningful, relevant, and rigorous instruction that engages students and promotes deep learning. He highlights the efforts of Learner-Centered Collaborative, Transcend, and PBLWorks in creating learner-centered environments that prioritize student agency and authentic learning experiences.
Dr. Smith's insights challenge educators, policymakers, and stakeholders to critically evaluate grading practices and their impact on student success. By fostering dialogue and promoting evidence-based approaches, Dr. Smith aims to ensure that grading reforms prioritize accuracy and equity in education.
Dr. Ryan Smith is an experienced education leader with over two decades of experience in roles ranging from Superintendent to high school principal. He is passionate about promoting equity and excellence in education and has contributed to numerous initiatives to improve student outcomes.
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SOURCE: Dr. Ryan Smith