New grading policy won't help students

Workplaces are counting on high schools and colleges to produce competent and capable graduates and expect the grades reported by schools to reflect the levels of mastery displayed by students.

For all schools and students, a passing grade should reflect a minimum level of competence displayed while a failing grade reflects the failure to perform to that minimum. Neither should be supported by a raised artificial floor or affected by irrelevant relationship like grade distributions or bell curves.

Proposed changes to the grading policy (Policy 3400) are not in alignment with the overall mission of the high school: preparing students for the world beyond. One of the key changes proposed is the implementation of a non-zero policy. The proposal states that the lowest grade a student can earn is an F and further defines the lower limit of an F as a 61. The policy in this form guarantees that the lowest grade a student can earn on any assignment, quiz, test, exam or reporting period is a 61.

My greatest concern is the lack of preparation for all students, college and workplace bound, within a non-zero system. No employer in America would pay a worker 61 percent of his salary for merely appearing at work daily. If students are promoted and graduated under such accountability, they will be unprepared for the real expectations and demands of the American workplace.

The best graduates of that system would be less-prepared to take on the responsibilities than their counterparts and predecessors. This would directly affect their earning potential and job security in a competitive marketplace. The far-reaching consequences for all students are too great to allow the implementation of this poorly conceived accountability policy. -- Tom Herndon, Science teacher, Chapel Hill High School
Will teachers hand out phony grades? I have read the letters that my colleagues have submitted regarding the grading policy being proposed for the Chapel Hill-Carrboro school system.

Their letters have covered the major issues well. I have only one question: Has the importance of teachers' having high expectations been lost in the shuffle?

How can anyone reconcile giving a phony, meaningless 61 percent with the idea of high expectations? -- Susan H. Oliver, Chair, CHHS English department
Some students label policy a bad idea As a teacher at Chapel Hill High School, I have many concerns about the recent proposal to change our grading policies. However, my students have even more concerns.

I had a chance to talk to several seniors who will be graduating and they were appalled when they realized that the lowest possible score for any completed assignment will be a 61 percent. They were quick to point out that "giving" a score doesn't teach students responsibility -- responsibility to take notes, read assignments, seek help, develop study habits, etc

My students all said it was a bad idea. I urge the parents of all Chapel Hill students to take the time and see what your own child thinks. I know my students don't want to be "given" anything and they don't want their peers rewarded for poor work. CHHS students want the pride that comes with "earning" their grades. -- Ben Reed, Chair, physical education department