Natalie Barnes is a math teacher at a Prince George’s County middle school. The views expressed are the author’s own and do not necessarily reflect the views of Prince George’s County Advocates for Better Schools.
by Natalie Barnes
As a middle school math teacher, I wholeheartedly support some of the thirteen recommended changes to the grading and reporting policy. Teachers should provide a syllabus (recommendation #6), use approved grading systems (#12), and grade and return student work within ten school days (#9). Similarly, administers should ensure that grading is applied uniformly (#13). These seem to be teaching practices that are already common among quality educators.
Yet, there are some policies with which I disagree. Regarding behavior, attendance,and grades (#2 & #3), Gorman Brown explained during the June 9th Board of Education work session (at 40:35 in the video) that grading should be based on course standards. Yet, the mathematical standards include “use appropriate tools strategically”and “critique the reasoning of others” (Standards for Mathematical Practice). From a teacher’s perspective, if a student is throwing rulers across the room or refusing to participate in a lesson, they are failing these standards. During class discussions, Socratic seminars, or classwork in general, what grade should be given to students who do not participate appropriately? That said, a rubric or other more objective scale should be used to reduce subjectivity, but behavior is an important part of a student’s classwork. When asked about the role of participation in grading, Dr. Shawn Joseph responded that “participation is not part of our administrative procedure” (1:02:03) so it is unclear as to how this impacts behavior (1:03:14).
I also have concerns, as do many others, about the uniform minimum grade of a 50%
provided students put forth a good faith effort (#1 & #4). Even though “good faith effort” has been defined by the panel as “any assignment in which a student completes at least 50% of the required content,” this still leaves a great deal of room for subjectivity. As a math teacher, I have seen students write down random numbers and assume that this is quality work deserving of a 50%. Like Board member Ms. Perry (1:18:30), I wonder if only expecting students to turn in work half done is reinforcing good work ethic. Furthermore, I question, as does Board member Edward Burroughs (1:32:45), whether this practice actually prepares students for life beyond high school, including college. True, research shows this helps students avoid giving up. However, in my experience, it also enables students to put forth only a minimum effort.
Lastly, the policies for make-up work are of great concern to me (#3 & #10). I am supportive of make-up work and have my own procedures for it within my classroom. But I do not think a uniform sliding scale is appropriate for the entire county. Each classroom and subject area has different needs. Even within my own classroom, the policy for homework is different from that of projects and classwork. For example, I assign five equations to solve for homework, which are due the following school day; I walk around the room and check for completion. After assigning their completion grades, we review the problems as a class. Should students who did not do the homework be allowed to turn it in for a 95% just by copying down the work and turning it in that day? I think not.