Dallas (DISD) Policy Makes APS Gradegate Seem Trivial

I just finished reading a Dallas ISD Blog regarding their new grade policy. It is appalling, on so many levels, that a school district would subject teachers, students, parents, administrators, and a community to such a grade policy. It allows for work to be turned in after deadlines (Why bother having one?), tests to be re-taken for higher scores (Why not just take tests over and over and over and over until someone finally hits the mark? [Insert sarcasm]), no grade lower than a 50 to be given (Oh, heck, just give half the class a score of 150 and the other half a 50; that way, they’ll all average to 100, right? Or did I once fail math? No worries; I can still make change…) and teachers will be spending 90% of their time dealing with the lower 10% students (”I got a zero and then they called my parents and I was allowed to get a 50.”).

Here are the links:

Letter from Chief Academic Officer, Teaching and Learning, to Parents (Word file)

DallasNews story

PK-12 Guidelines for Grading (PDF file)

It is widely known, within the world of management, that truly poor managers will spend 90% of their time trying to “performance manage” the 10% lower performers usually resulting in a poor result. It is also widely known that a (Good to…) Great manager will reverse that number and spend 90% of their time with their top 90% performers and achieve top results. The other 10% usually performance manages themselves out of a job, as long as the (Good to…) Great manager uses fair management practices and always, always creates and uses a paper trail.

I can totally see where one might think that giving a “failing” kid another chance might get or keep them engaged and might improve parent involvement. The DISD process certainly forces parents into the loop and holds them somewhat accountable for what is going on with their “failing” kids.

But what happens to the regular performers? What happens to the over-achieving, stellar performers? Where is their incentive? I don’t see one listed in any of those stories/policies.

It makes me wonder what the “drop-out” profile will look like in a few years under such a grading system. I can hear it now, “So what if I try? Nobody else does and look at their grades. They are still passing…”

I don’t really think that engaged kids will think that way because they aren’t thinking that way in the first place. But I do believe that this autocratic grading process will penalize all of us in a way that creates a certain 10% nation solution. I’m already working with high school grads that struggle to read. I don’t see how this grade policy will actually work to reinforce a love of learning. I see it as exactly the opposite with a side benefit of rewarding procrastination, apathy, and mediocrity. I also see teachers revolting under the weight of the creation of a police state within their profession. It’s bad enough they must deal with NCLB, AYP, and testing, testing, testing.

Kind of makes our lil’ ol’ GradeGate (subscription required) look trivial, eh?  My take on GradeGate.

Hat tip to NewMexiKen. Thanks for the great link!