Unintended Effects of 'Equitable' Grading: Reforms aimed at levelling playing fields may lead instead to lowered expectations for student performance.
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| Title: | Unintended Effects of 'Equitable' Grading: Reforms aimed at levelling playing fields may lead instead to lowered expectations for student performance. |
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| Authors: | TYNER, ADAM B. atyner@fordhaminstitute.org |
| Source: | School Administrator. Dec2024, Vol. 81 Issue 11, p38-41. 4p. 2 Color Photographs. |
| Subject Terms: | *School districts, *Educational standards, *Grading of students, *Teachers, *Economics teachers, *Habit |
| Abstract: | The article discusses the unintended effects of grading reforms aimed at promoting equity in schools. These reforms include minimum grading requirements, no penalties for late work, altered grading scales, and limits on homework. Research suggests that some of these policies may lower academic standards and expectations for students, leading to grade inflation and decreased learning outcomes. While some educators have reported positive results from these reforms, others have faced pushback and have reversed some of the changes. The author advises against lowering academic standards, eliminating deadlines, being realistic about consequences, and not eliminating all teacher discretion when implementing grading reforms. [Extracted from the article] |
| Copyright of School Administrator is the property of American Association of School Administrators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181562686 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Unintended Effects of 'Equitable' Grading: Reforms aimed at levelling playing fields may lead instead to lowered expectations for student performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22TYNER%2C+ADAM+B%2E%22">TYNER, ADAM B.</searchLink><i> atyner@fordhaminstitute.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Administrator%22">School Administrator</searchLink>. Dec2024, Vol. 81 Issue 11, p38-41. 4p. 2 Color Photographs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Economics+teachers%22">Economics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Habit%22">Habit</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article discusses the unintended effects of grading reforms aimed at promoting equity in schools. These reforms include minimum grading requirements, no penalties for late work, altered grading scales, and limits on homework. Research suggests that some of these policies may lower academic standards and expectations for students, leading to grade inflation and decreased learning outcomes. While some educators have reported positive results from these reforms, others have faced pushback and have reversed some of the changes. The author advises against lowering academic standards, eliminating deadlines, being realistic about consequences, and not eliminating all teacher discretion when implementing grading reforms. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Administrator is the property of American Association of School Administrators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181562686 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 38 Subjects: – SubjectFull: School districts Type: general – SubjectFull: Educational standards Type: general – SubjectFull: Grading of students Type: general – SubjectFull: Teachers Type: general – SubjectFull: Economics teachers Type: general – SubjectFull: Habit Type: general Titles: – TitleFull: Unintended Effects of 'Equitable' Grading: Reforms aimed at levelling playing fields may lead instead to lowered expectations for student performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: TYNER, ADAM B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00366439 Numbering: – Type: volume Value: 81 – Type: issue Value: 11 Titles: – TitleFull: School Administrator Type: main |
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