No, I won’t raise your grade

On the Chronicle of Higher Education, Stacey Patton asked college professors and TAs how they’d respond if a student who received a C grade on a paper asked for a higher grade because they “worked so hard on it.”

This appears to be a sore subject. Several offered to consider raising — or lowering — the grade on a second read. Others vented.

“The grade you received is reflective of the fact that what I got was a mash-up of poorly constructed sentences and last minute fooleywang,” wrote Takiyah Nur Amin, associate professor of dance at University of North Carolina at Charlotte.

Jennifer P. Simms, an adjunct visiting professor of sociology at University of Wisconsin at River Falls, advised the C student that “grades in college are based on performance, not effort.”

 I know elementary school teachers, coaches, and your parents told you that all that matters is that you do your best. Unfortunately, they all lied to you. In the real world, of which my college classroom is a part, trying hard does not count for squat. Demonstrated mastery of the material, no matter how much or little effort it takes to achieve it, is what is important.

I know that it is unfair that some students spend no time at all on schoolwork and get A’s while others struggle and barely scrape C’s. I suggest you quickly cry a river, build a bridge and get over it. In the meantime, reflect on whether you want other students graded based on how hard they try. I don’t know about you, but I would much rather that papers for Surgery 101: How Not to Kill the People You Cut Open and for Architecture 101: How to Build Bridges That Do Not Collapse and Leave People Plummeting to Their Deaths were graded on students’ demonstration of correct understanding of the concepts, not how much effort they put into writing it.

Many of the commenters thought the academic snark was mean.

It’s not cool to try in non-honors class

High school juniors in non-honors classes are less likely to sign up for a free SAT prep class if their classmates will know about it than if their decision is private, concludes a working paper, How Does Peer Pressure Affect Educational Investments?  Asked in an honors class, 11th graders are more likely to sign up for SAT prep if their decision was public.

The study was conducted at low-performing, low-income high schools in Los Angeles, notes Max Nisen in The Atlantic. “Visible effort” can lower a student’s popularity, say researchers.

Peer pressure was especially powerful for students taking two honors and two or more non-honors classes. “In that case, the students presented with the choice to sign up in the honors class were 25 percent more likely to do so if the decision was public,” writes Nisen. “Those who were in a non-honors class were 25 percent less likely to sign up.”

Community college isn’t second class

Students can get a first-class education at community college — if they’re willing to make it a priority, do the work and connect with classmates and professors.

The ‘grit lady’ wins a ‘genius’ grant

Angela Duckworth, known as “the grit lady,” has won a MacArthur “genius” grant worth $625,000. A Penn researcher, Duckworth says “grit” and self-control are strong predictors of success — and they can be taught.duckworth 

As a math teacher, she noticed that her best students weren’t always the brightest, she tells NPR. She wondered why some kids try harder than others.

The “character skills” of self-control and of grit are teachable, Duckworth believes. She plans to spend the $625,000 grant to bring middle-school teachers to Penn to discuss how best to develop students’ grit and self-control. (She also plans to buy boots.)

Grittier individuals tend to be “slightly less talented,” says Duckworth. “If things come very easily for you, if you learn things very quickly, you know, maybe you don’t develop the ability to overcome setbacks, to sustain effort, etc.”

UK study: Female teachers give boys lower grades

At least in Britain, female teachers mark boys more harshly than outside examiners, according to a London School of Economics study.

Expecting lower grades from female teachers, boys worked less in their classes, the study found. Girls think — incorrectly — that male teachers will favor them and work harder for them.

“Students from low-income families and minority ethnic backgrounds do not believe in systematic teacher biases,” researchers reported. They found no evidence of grading bias based on socioeconomic or minority status.

ES or N? DEM or PRG?

Instead of A’s, B’s, C’s or D’s , Montgomery County, Maryland students in first through third grades will get ES, P, I or N on their report cards, explains the Washington Post. ES means “exceptional,” P means “demonstrating proficiency,” I means “in progress,” and N means “not yet making progress or making minimal progress” toward meeting standards. DEM (demonstrating), PRG (progressing) or N (not yet evident) will be given for  “effort,” “intellectual risk taking” and “originality.”

Parents are confused by the “standards-based” grading system, reports the Post. No kidding!

Students will earn an ES, P, etc. in each of several categories in each subject area. “For example, social studies is divided into “measurement topics” of civics, culture, economics, geography and history,” reports the Post.

(GreatSchools’ Samantha Brown) Olivieri said more schools across the country are moving toward standards-based report cards to align with the adoption of Common Core standards, which focus on critical thinking and other higher-order skills students are expected to have in the “real world.”

“It’s not just about what letter we’re using or the grading systems,” Olivieri said. “It’s about the information inspiring action from parents to support their kids.”

Montgomery County plans to expand the new grades to fourth and fifth grade. Other districts are following suit.

But some parents think it’s the same old system with different letters, reports the Post.

Alicia White’s daughter is a third-grader at Dr. Sally K. Ride Elementary School. . . . “For her spelling test, my daughter came home with an I, and to me, I saw it and just [said], ‘That’s a C,’?” White said.

Another parent calls the new report cards “squishy” and say parents don’t know how to use the reports to help their children do better.

Teachers will have to spend more time grading in all the sub-categories, not to mention deciding who gets a DEM, PRG or N in “intellectual risk-taking” and “originality.” (How does one evaluate a first grader’s intellectual risk-taking?) Parents will have to spend more time analyzing the report card — or , at least, translating into A, B, C, D and F grades. Is it worth it?

Unprepared in SAT prep class

A straight A student in Los Angeles schools, Andrea Lopez went to a SAT prep workshop and realized she was way behind students from other high schools. Will my best be good enough? she asks in LA Youth. She couldn’t do a single math problem. Other students knew vocabulary that she’d never learned, such as “spurious” and “cogent.” After years of being the best student in class, she felt stupid.

Her advisory teacher at Social Justice Humanitas, an academy within a larger high school, explained that her fears were reasonable.

Most of our parents, he pointed out, can’t help us with school because they didn’t finish high school or don’t speak English. Or they have to work all day to put food on the table. He was right. My parents stopped helping me with homework around fourth grade.

. . . “Most of those kids will have it easier than you guys because their parents are able to provide them with what they need,” he said.

“Wouldn’t it be better to know that you put in a strong effort to get to that dream college?” he continued. “That you made it work because you were determined and you understood everything you learned in school and you didn’t just wing it?”

Later, Lopez talked to Social Justice Humanitas graduates at UC Irvine, UC San Diego and San Diego State, who said they’d taken community college classes in high school, performed community service and joined clubs “to show colleges that they were well rounded.”

“I know we can make it if we are determined to work our hardest,” Lopez concludes.

With straight A’s, she’ll make it to state universities, but she’ll need reading, writing and some math skills to earn a degree. I’m a big fan of hard work, but I’d feel better about her chances if she’d talked to her high school math teacher about how to solve those math (advanced algebra?) problems. What can she do to learn it so she’ll have options in college? And her English teacher may be able to help too.

This girl has met every expectation in school. Now, with one year of high school to go, she learns the expectations were too low. She got a pep talk. She needs a study plan.

Schleicher: China’s students are ‘remarkable’

China: The world’s cleverest country? asks the BBC. Shanghai students ace PISA (Programme for International Student Assessment). Now Andreas Schleicher, who runs PISA for the OECD (Organisation for Economic Co-operation and Development) says Chinese students all over the country excel in reading, math and science.

“Even in rural areas and in disadvantaged environments, you see a remarkable performance.”

In particular, he said the test results showed the “resilience” of pupils to succeed despite tough backgrounds – and the “high levels of equity” between rich and poor pupils.

. . . “In China, the idea is so deeply rooted that education is the key to mobility and success.”

The results for disadvantaged pupils would be the envy of any Western country, he says.

Asian culture encourages students to work hard, Schleicher tells the BBC.

“North Americans tell you typically it’s all luck. ‘I’m born talented in mathematics, or I’m born less talented so I’ll study something else.’

“In Europe, it’s all about social heritage: ‘My father was a plumber so I’m going to be a plumber’.

“In China, more than nine out of 10 children tell you: ‘It depends on the effort I invest and I can succeed if I study hard.’

“They take on responsibility. They can overcome obstacles and say ‘I’m the owner of my own success’, rather than blaming it on the system.”

The high-scoring Asian countries expect all students to succeed, Schleicher believes. School is not a “sorting mechanism” to find the brightest students.

I’m surprised to hear China described as an egalitarian education system. China’s best (and most politically connected) students attend well-funded  “key” or “super” schools, which lead to top universities, complains this China.org story. Rural students are disadvantaged.

The habits of successful students

Students who go to classes, study at least 20 hours a week and use college tutoring and support centers usually earn a degree. It also helps to make friends. Slackers and loners usually don’t make it through.

But poor academic preparation — not lack of effort — explains the high drop-out rate of low-income college students, concludes a new study. Many low-income students believe they’re ready for college but earn low grades, especially in math and science.

Lazy business majors

Business majors not pulling their weight? Taiwanese animators at NMA take on reports that U.S. business students don’t work very hard or learn very much.