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
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Alternative classroom models don’t have to threaten “traditional” ones
Meredith Coffey, Ph.D., Jeanette Luna 1.11.2024
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Teachers who frequently refer students to the office: Who are they and how can we help them?
Amber M. Northern, Ph.D. 1.11.2024
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Cheers and Jeers: January 11, 2024
The Education Gadfly 1.11.2024
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What we're reading this week: January 11, 2024
The Education Gadfly 1.11.2024
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#902: Reforming New York’s Regents Exams, with Ray Domanico
Raymond Domanico, Michael J. Petrilli, Amber M. Northern, Ph.D., David Griffith 1.10.2024
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Remembering Linda Brown
Chester E. Finn, Jr. 1.5.2024
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3 rules for doing educational equity right
Michael J. Petrilli 1.4.2024
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When school becomes optional
Chester E. Finn, Jr. 1.4.2024
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How centralized enrollment systems enhance school choice
Jeff Murray 1.4.2024
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How pandemic-era emergency teaching licenses diversified the teaching profession
Kate Kerin 1.4.2024
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Cheers and Jeers: January 4, 2024
The Education Gadfly 1.4.2024
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What we're reading this week: January 4, 2024
The Education Gadfly 1.4.2024
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