Public Schools: The big push toward Mediocrity?

[Amy Kloss]

I attended conferences for my two elementary school children today and got an education in the schools’ new grading system based on Ohio Academic Standards. The grades we all remember, A,B,C,D and F, are dead. Instead, we have E (Exceeds achievement of grade-level standards), M (Meets grade-level standards), P (Progressing toward standards) and I (Insufficient progress). From what I understand, this system eliminates competition among students; they are not graded on a curve or on a percentage basis, but on an absolute “Did they meet the Ohio Academic Standards?“ basis. After talking with the teachers and considering this new system, it seems that the major result will be mediocrity. Consider this scenario: two second graders work on math homework, take math tests, etc. throughout the quarter. One student averages 97% for all work completed; the other student averages 75%. When report cards come out, both students receive the same grade: M. The 97% student cannot be considered to have Exceeded grade level standards even though his work was near the top of the class. The 75% student has Met grade-level standards, even if, for example, he was only able to add and subtract multiples of 10 (one of the standards) one time. In the end, where is the incentive for top students to excel? If students who are struggling meet basic requirements, are they really mastering the subject or simply meeting requirements? If the struggling student improves significantly from quarter to quarter, but his grade remains the same, will he give up the struggle? My question is: M for Meets or M for Mediocrity?

[sharon kinsella]

What happpens to gifted kids, Honor Society, scholarship offers?

My daughter would be furious if they had tried to do this to her. I wouldn't stand for it if I still had kids in school. Neither should you.

What happens to the child who is struggling, who will not be able to keep up because they haven't really mastered the basics.

This is a shame.

[Lynn Farris]

What grades does this affect? When I was young - we had something similar in the primary grades - Doing Very Well, Doing Satisfactory and Could do Better. We were graded on both academic and behavioral categories.

I'm not sure that it accomplishes the goals of less competition - the kids know that the top is an A the middle is a C and the bottom is a D or F.

They always tried to be sneaky with reading groups too - but the kids figured who was the best and the poorest readers quickly. Likewise in gym class where we weren't graded on performance at all - everyone knew the best and the worst in each sport.

Don't underestimate children. They know the difference between a 97% and a 75% I personally think it is another bright idea someone had that won't make a hill of beans worth of difference in the long run.

JMHO

[Diane Helbig]

My third grader is on this system. My 6th grader is on the regular A-F system.

Frankly, while it's a little hard to get used to, the teachers still teach as well - and I mean as WELL - as before. They still communicate to the parents and children how the kids are doing, and I believe, the parents and children still understand how they are performing, excelling, succeeding, etc.

When my daughter was in 2nd grade she got Os and Ss with + and check marks.

When I go over my daughter's Friday folder with her done work at the end of the week, I can tell how she's doing regardless of the letter written on the page. When I sat at conferences with the teacher, I received confirmation on how she's doing, regardless of the letter on the page.

When I was a child - and still today - I didn't compete with other kids except in Spanish class (the way it was set up). I competed with myself and still do. To be the best me I can be. Not better or worse than the people around me. I couldn't be - we're not the same.

Competition is for sports and games of skill, not grades IMHO.

I should also tell you that I felt as good with my daughter getting all Ms as I did with my son getting all As.

[Dee Martinez]

Welcome to the new reality.
The achievement levels you describe follow the levels of the state tests which are now given yearly starting in 2nd grade. You get a couple of years break in high school but then you have to pass another state test to graduate.
Nothing matters, really nothing, except those tests. Its not a Lakewood thing its everyhere.

We wanted "accountability"

[Phil Florian]

This is a result of "standardization" and nothing to do with competition. I have no recollection of competition regarding grades when I was in school. It isn't like there are only so many "A's" to get and if you don't make it, you lose. Everyone in class gets an A if they earn it so who cares? That said, I am sure there are those that are competitive out there (even if I never met them) but they can make a competition of anything so if i is "M" or "A" who cares?

The real result is that Standardization being the current goal of education (per the US government, not taxpayers) means that we are looking to ensure people meet minimal standards, nothing more. I don't think Lakewood will get rid of their Discovery Program any time soon but the emphasis in state testing isn't to see that you have great students, only those that meet minimal standards.

Don't like it, speak out against standardization, not "competition" or PC schools or whatever.

[Dee Martinez]

I wont presume to speak for the person who started the thread, but "competition" may not have beenhow she really intended to describe the concept.

"Motivation" might have been a better one. If I get the same mark whether I get 95 out of 100 on a test, or 75 out of 100, why push myself for those extra 20 points? Im not necessarily in a race with other students but if theres no difference between "excellent" and "good enough", "good enough" is a lot easier to get to.
And we all know that when we get into a "close enough for jazz" mindset, its hard to break.

[Jennifer Frank]

If the struggling student improves significantly from quarter to quarter, but his grade remains the same, will he give up the struggle

What happens to gifted kids, Honor Society, scholarship offers?

I am a Lakewood teacher, and the new report cards have a box that is labeled "Alternative Program" this box is checked for special education students, gifted students, and limited English proficiency students who are completing a program that is different from the grade level standards in certain subject areas. Therefore, a struggling special education student may be able to "progress" toward, "meet" or "exceed" the criteria laid out in his/her individualized education plan. Likewise, a gifted child would be held accountable to standards at the advanced level that they are working at. If your child is in one of these programs, their "alternative programs have been explained to the parents at conferences.

[Suzie Dean]

Just for the record, I brought this topic up for discussion when my then first grader was in the pilot program for the "new" report card last year. Almost none of the parents were happy with it that I had talked to. We had to fill out a questionnaire which many of us did, explaining what we thought about it. Obviously they didn't listen to the parents. It is to hard for most parents to understand. The A,B,C,D, and F's have worked for years. Why change it.

My daughter is in the 2/3 discovery program and she received all E's. She got them because she does exceed her level. There is no indication of it being an alternative program. Nor did the teacher explain anything like that at the conference. Two out of the three conferences that we had attended, the teachers stated they were not happy with the report card either. They also asked for any parents that felt the same way to write letters to the board of education.

So if you feel the same way as many of us do, please make your voice heard and write a letter, or call. Things won't change unless we speak up.

[Richard Cole]

My daughter is in the 2/3 discovery program and she received all E's. She got them because she does exceed her level. There is no indication of it being an alternative program.

It has always been very clear that the 2/3 Discovery Program is the Lakewood Gifted Program, an alternative that children test into, criteria have to be met.

For me, the bottom line is, are my children being challenged, are they being pushed to the best of their talents and abilities? Whether it's an "A" or "D" or "E" or "S+" is largely irrelevant. The report cards throughout the academic year give a very clear indication of progress.

The larger question of standardization is troubling though. The whole 'teaching to the test' aura that permeates k-5 education, IMO, tends to limit the ability of good teachers setting targets to challenge students.

[Diane Helbig]

The % is still posted on the test or paper so you and your child can still see how they are doing. They can still be motivated to excel.

In my experience, children react the way they see their parents react. If we continue to have expectations of our children, hold them accountable, and encourage them to excel - they will.

My daughter was in a class that pilot tested the new report card last year. It took a little getting used to, but in the end, I feel I still had a good grasp of how she was progressing in school and whether she was learning or not; being challenged or not.

My experience with the Lakewood Schools as been one where the teachers really know the kids and know how to challenge them. I've always been fascinated how within two weeks the teacher has a real grasp of my child's personality, struggles, and strengths.

At the same time, any parent who feels their children aren't getting what they should be needs to address their concerns first with the teacher, then the prinicipal and then with the administration (assuming the problem isn't addressed sufficiently at the beginning).

IMHO

[Amy Bennett]

I am also a teacher in the Lakewood City Schools. I would like to clarify one point. I cringe every time someone says "minimal" regarding the state standards. These standards, in all areas, are by no means "minimal." If you don't believe me, I would challenge you to download and complete a practice 3rd, 4th, or 5th grade math, reading, writing social studies, or science OAT test.

http://www.ode.state.oh.us/GD/Templates ... tent=31665

Our state standards are aligned with the OATs. Now our report card is aligned with the state standards. It is an objective way to let you know if your child is meeting the state standards that we as educators are bound to teach.

After all, our funding is tied to it.

[Suzie Dean]

The "original" report card had each subject listed with all the individual concepts listed for each subject. If they got a check you knew they were getting that particular concept. If they got a minus, you knew they needed to work on grasping that concept. The new report card is not like that. Yes, we were given a list of what was covered for each subject, but it doesn't tell you weather or not your child understood it.

I always thought that the report card was yet another form of communication between the teachers and parents. Letting the parents know just how well or poor your child is doing. I don't think that the new report card has enough detail in it. Changing the letters to E,M,P, and I, I guess I'll get over, all though don't agree with it, but the lack of detail bothers me.

Fortunate enough for me I do have a good relationship with all of my children's teachers, I talk to them on a regular basis and ask questions regarding the concerns i may or may not have. But we all know that not all parents are like that. Not all parents have a lot of communication with the teachers to get the exact understanding of how their child is doing. That's why I feel that we need those details in the report card. It comes down to better understanding how the children are doing.

[Dee Martinez]

[quote="Amy Bennett I cringe every time someone says "minimal" regarding the state standards. These standards, in all areas, are by no means "minimal."
After all, our funding is tied to it.[/quote]

Of course youre right. However it is also easy to understand the concerns of parents that EVERYTHING about their childrens education is now tied to THE TEST. As a teacher you have to admit that you teach to THE TEST, students and schools are evaluated almost solely on how they do on THE TEST. As you said, your funding is dependent on THE TEST. And now report cards have been changed to reflect the progress required by THE TEST. A second grader can be bright and imaginative and hard worker, but if he or she messes up on THE TEST, he not only brands himself but the entire school.
Even people who advocate school accountability get a little uncomfortable about this, wouldnt you agree?

[Brad Hutchison]

The way I look at it, the new report card and the test are both ways of assessing the student's progress against the standards. Teachers aren't teaching to the test, the are teaching to the standards. The new report card uses "grades" that are similar to any job performance review I've ever seen used for adults. If you have a problem with the standards, that's one thing. The style of the report card seems kind of arbitrary, although it would be nice to include more specifics on the standards.

It seems possible that one advantage of the new grades over the old is that perhaps they could be used in combination with test results (instead of test results exclusively) to measure a school district's progress and appropriate funds accordingly. The new system seems more standardized and transparent than the old ABCDF system.

In the interest of full disclosure, I do not have any children. I am a former educator, though not in Lakewood.[/b]