The hazards of “equity grading”
The push for more “equitable” grading policies has exacerbated grade inflation while yielding little evidence of greater learning. Some aspects of traditional grading can indeed perpetuate inequities, but top-down policies that make grading more lenient are not the answer, especially as schools grapple with the academic and behavioral challenges of the post-pandemic era.
Meredith Coffey, Ph.D., Adam Tyner, Ph.D. 2.29.2024
NationalFlypaper
The Massachusetts mess
6.30.2004
NationalBlog
The accountability firestorm
Jim Fedako 6.30.2004
NationalBlog
Pell Grants for Kids
6.30.2004
NationalBlog
A Matter of Degrees: Improving Graduation Rates in Four Year Colleges and Universities
Brandy Bones 6.30.2004
NationalBlog
Tapping the Potential: Retaining and Developing High Quality New Teachers
Kathleen Porter-Magee 6.30.2004
NationalBlog
Choice in the UK?
6.30.2004
NationalBlog
The battle over Colorado vouchers
6.30.2004
NationalBlog
Double the Numbers: Increasing Postsecondary Credentials for Underrepresented Youth
Eric Osberg 6.30.2004
NationalBlog
What does it take to be "persistently dangerous"?
6.30.2004
NationalBlog
The Bible in schools
6.23.2004
NationalBlog
U.S. schools get a C
6.23.2004
NationalBlog
Sensitivity run amuck
6.23.2004
NationalBlog