"No-Zero" Grading Policy

neaToday: Teachers Divided Over Controversial “No-Zero” Grading Policy  August 4, 2016    

Tim Walker     

Key Points: There is a growing number of school districts who are implementing a new grading system called the “no-zero” policy.  This policy bans teachers giving grades of less that 50% of students.     This policy would allow for assignments to receive grades above 50% despite being turned in late or is of poor quality.  

By Mark Skelding
Colorblindness and GradingEducation Week
Published Online: February 11, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/02/11/21skelding.h30.html?tkn=ZSVFWBT5nHYvKw51jYyXzm7bVUGUDCbISiPu&cmp=clp-edweek

Can grading be truly colorblind? The author of this article makes a strong argument in opposition to anyone’s ability to grade with authentic objectivity. Different teachers can look at a students work and come to varying conclusions about the student’s proficiency. The author explains this as “phenomenology”. “Phenomenology posits that, while we exist in an objective time and space, we subjectively define every object we interact with or event we experience as it relates to our unique life experiences.” He then goes on to define how five teachers use different approaches to grading their students, and notes the faults with each teacher’s method. He does propose an alternative that he feels is more fair and objective. He says give “standards-based formative assessments an honest try.” His reasoning seems practical. Put simply standards-based assessments provide students multiple opportunities to demonstrate growth towards and eventual proficiency of the standards. Standards-based assessments would be less subjective and hopefully provide a clearer picture of a student’s actual knowledge and abilities. The intended audience of this article would be practitioners, administrators, parents and students. This article is relevant to all parties involved in the grading of students and those who will be affected by these grades. For example as a parent I find this relevant because I want my children graded in the most fair and accurate way possible. I know the grades they receive will impact their futures. As a future teacher I find this article relevant because I am concerned with accurately grading my students in a way that doesn’t discriminate or harm.

Grade-Fixing

Chastity Pratt Dawsey, Detroit Free-Press (MCT)
Illegal Grade-Fixing Allegations Swirl in DetroitEducation Week
Published Online: February 10, 2011
Complete URL: http://www.edweek.org/ew/articles/2011/02/10/21mct_midetroitcheating.h30.html

A science teacher from Detroit’s Durfee Elementary accused the school of illegal grade-fixing. Documents show bad grades Pasqualle gave students were changed to C’s. The article details other evidence to support the claims of grade-fixing. Why would a school take such a risk? “The federal No Child Left Behind law and a state reform law passed in 2009 encourage districts to remove principals and restructure or close schools where students do not meet standards.” That is a huge amount of pressure put on schools. People will do all sorts of things to defend their jobs and incomes. Unfortunately it is the students that suffer. “High failure rates reflect badly on a school, but kids who are passed along wind up losing in the end: DPS has a 59% graduation rate and some of the nation's lowest test scores—partly because of the practice of promoting failing students to the next grade, teachers and experts say.” The article uses the term “social promotion” to describe this practice of passing failing students. “But to move students along who have not learned the subject matter shows "depraved indifference" to their educational future.” I really couldn’t say it any better then that. The intended audience for this article would be practitioners, administrators and possibly policy makers. It is relevant to anyone vested in the integrity of education.