When you get your child’s report card, you may wonder whatever happened to traditional ABC grades. While secondary schools prefer traditional grades, partly because of college entrance requirements, many elementary schools use standards-based grading with number scales to measure the progress of students.
Most big changes in grading came around with the initiation of “No Child Left Behind” legislation as school districts worked to show yearly progress according to state and national standards. But, “educators have been discussing the need for more authentic assessment and alternative grading practices since the early ’80s,” says Dr. Gail Shroyer, professor and department chair of curriculum and instruction at Kansas State University.
“Most people think of grades as very objective,” Shroyer says. “But in truth, what an A means to one teacher is not necessarily what an A means to another. Different teachers may use a different percentage scale to determine an A (anywhere from 88 to 93 percent, for example). And assignments, projects and tests used to determine a student’s percentile vary widely.”
Olathe Public Schools uses a variety of grading systems, depending on the grade level of the student. In kindergarten and first grade, Olathe measures student achievement using a 1 (requires support) to 4 (proficient) scale. Once a child enters grades 2 through 5, the district uses two grading systems. The first system measures a child’s achievement with an A through D. By grade three, an N is added for “not passing.”
“The second system identifies, in grades 1 through 5, a judgment of effort in learning and work habits,” says Alison Banikowski, Olathe Schools deputy superintendent. A comment codes section provides additional feedback to parents about a student.
“Report cards are only one avenue available to parents to gain access about a student’s learning progress,” Banikowski says. The district also schedules two parent-teacher conferences each school year, and parents of middle and high school students have access to their students’ grades through an online system.
Lee’s Summit R-7 school district also uses a standards-based system at the elementary level. The district provided an example of what its third grade progress scale looks like:
3 - Consistently demonstrates expected performance. Independently applies concepts/skills.
2+ - Usually demonstrates expected performance. Usually demonstrates an understanding of concepts.
2 - Frequently demonstrates expected performance. Developing an understanding of concepts. Some assistance needed in developing skills. Some inconsistencies in work and/or applications.
2- - Sometimes demonstrates expected performance. Limited understanding of concepts. Often requires assistance in developing skills. Inconsistencies in work and/or applications.
1 - Seldom demonstrates expected performance. Minimal understanding of concepts. Needs 1-on-1 assistance in developing skills and concepts. Many inconsistencies in work and applications.
Shroyer finds that parents generally embrace the more detailed information standards-based reporting offers. “Parents are more able to help their children when they have more specific information on their progress,” she says.
Dr. Tonya Merrigan, executive director of curriculum and instruction for Blue Valley School District, agrees standards-based grading provides a more comprehensive look at how a child is progressing. Helping parents understand what scores mean, however, remains a priority as grading systems can vary widely from district to district. “We want parents to know their skills. We want to report where they’re at, at that point, and what they need to do to improve,” she says.
Report Card Troubles?
No parent likes to get blindsided by a report card with poor grades and disciplinary struggles. Ask the teacher about her preferred mode of communication (email, phone, text, etc.) to stay informed about your child’s progress each step of the way and work together to help your child succeed.
“There should really be no surprises on your child’s progress report,” says Carol Thompson, elementary instructional coach for the Independence School District. “Work together as a team...Parents need to be aware if their child is struggling academically so support can be put in place quickly, before a learning gap grows.”
While you may feel frustrated or angry, stay calm. “If a parent overreacts or jumps to conclusions, they may miss the real problem,” Thompson says. “Sometimes academic problems are the result of other issues (like) peer relationships, teacher relationship, eyesight or hearing concerns.”
Just as you make communication a priority with the teacher, talk with your child about what is going well and what’s not. Most of all, listen. “Have good conversations with your kids along the way and you can head off a big problem before it gets out of control,” Thompson says.
Work together with your child and the teacher to come up with proactive ways to resolve the issue, whether your child is experiencing academic challenges or other concerns, like lack of classroom participation, failure to turn in homework or social problems.
Designate a specific time each day for homework, as well as an appropriate space in the house for your child to work. Also, set incremental goals and create a chart to monitor your child’s progress, which helps them feel good as they see themselves advancing.
The process of goal setting and step-by-step achievement will likely reward your child with a sense of pride in her accomplishments, while also nurturing an intrinsic desire to continue learning. Most of all, celebrate each success along the way.
Freelance writer, Christa Melnyk Hines, resides in Olathe with her husband, their two freewheeling boys and a super-sized, playful pound puppy.