Some colleges mull the idea of 'Ungrading' for freshman students
Why Grading Policies For Equity Matter More Than Ever
When Schools Forgo Grades: An Experiment In Internal Motivation
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I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","status":"publish","parent":0,"modified":1664780777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3062},"headData":{"title":"Some colleges mull the idea of 'Ungrading' for freshman students - MindShift","description":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59950 https://ww2.kqed.org/mindshift/?p=59950","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/03/ungrading/","disqusTitle":"Some colleges mull the idea of 'Ungrading' for freshman students","audioUrl":"https://omny.fm/shows/kqed-segmented-audio/some-colleges-mull-the-idea-ungrading-for-freshman","nprByline":"Jon Marcus, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59950/ungrading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59950/ungrading","authors":["byline_mindshift_59950"],"categories":["mindshift_21482"],"tags":["mindshift_21109","mindshift_21443","mindshift_21111","mindshift_21110","mindshift_20865","mindshift_20925","mindshift_21481"],"featImg":"mindshift_59954","label":"mindshift"},"mindshift_55889":{"type":"posts","id":"mindshift_55889","meta":{"index":"posts_1591205157","site":"mindshift","id":"55889","score":null,"sort":[1589180715000]},"guestAuthors":[],"slug":"why-grading-policies-for-equity-matter-more-than-ever","title":"Why Grading Policies For Equity Matter More Than Ever","publishDate":1589180715,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Every other day, a \u003c/span>\u003ca href=\"https://nche.ed.gov/mckinney-vento/\">\u003cspan style=\"font-weight: 400\">McKinney-Vento\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program coordinator with San Leandro Unified School District travels to the marina on the district’s eastern boundary. There, she drops off meals, hygiene kits and school supplies to families who are sheltering in their cars. She also provides information such as where to access public WiFi so students can keep up with classes.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">Reaching homeless students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is just one of the \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/11/830856140/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">many challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educators are tackling during COVID-19 school closures. While some students are learning in homes with abundant resources and parental support, others are sharing devices or bandwidth, taking care of siblings, or \u003c/span>\u003ca href=\"https://www.idahoednews.org/news/children-take-to-the-fields-following-school-closures/\">\u003cspan style=\"font-weight: 400\">fitting school work around jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Such varied learning conditions raise a question: how can schools grade fairly during a pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, the answer is simple: they can’t. “If we’re grading right now, we’re grading privilege,” said school equity consultant \u003c/span>\u003ca href=\"https://twitter.com/sheldoneakins\">\u003cspan style=\"font-weight: 400\">Sheldon L. Eakins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during a recent professional development session. In an interview with MindShift, Eakins gave an example using his own family. In the past month, his son, who is in elementary school, has been assigned multiple worksheets per day. “I have a home office with ink, paper, and I’m an educator to help him one-on-one,” Eakins said, but many other kids in rural Idaho don’t have those advantages.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/Christo61244724/status/1254858119718400000\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/JoeCFeldman\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator who has led schools across the country in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">transforming their grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that resource disparities are one of several reasons that grades cannot accurately represent student learning right now. Other factors include the enormous stress families are experiencing, which can impede cognition and lower student performance, and the reality that teachers have rapidly shifted to online instruction with little training. At San Leandro Unified, leaders took all of those factors into consideration when devising a \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11810\">\u003cspan style=\"font-weight: 400\">plan for grading during COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Assistant Superintendent Sonal Patel, her team moved forward with the goal of continuing to make learning meaningful while emphasizing equity. Their solutions included switching to a pass/incomplete system at secondary schools and focusing on narrative feedback at elementary schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[aside postID=\"mindshift_52813\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/01/iStock-871060516-1180x812.jpg\"]\u003c/p>\n\u003ch2>\u003cb>Switching to Pass/Incomplete\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the fourth quarter, San Leandro’s secondary students will receive a “pass” or “incomplete” instead of a letter grade. In his \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1nJm0GR8VXZptUOmCP3WFRj1LJrqj61HC/view?fbclid=IwAR03fIX7s60Ht7EWtZ3HbXucZg6eI2egN8KzkHLRaJ0rcIIEN5121Mggg5I\">\u003cspan style=\"font-weight: 400\">guidance for grading during COVID-19 closures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Feldman recommended this model for schools that cannot drop grades entirely. It differs from the more familiar pass/fail model \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/10/830622398/how-colleges-are-grading-students-during-coronavirus\">\u003cspan style=\"font-weight: 400\">available in some colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it does not punish students who cannot keep up during school closures. At San Leandro, students who receive an incomplete can finish their work during the summer or within six weeks of schools reopening. After that, the mark would become a “no pass.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel noted that some districts have decided to let third quarter grades stand in for the final grade, but she said that’s a disservice to students who were not passing at the time that school buildings closed. In contrast, San Leandro will convert third quarter scores to a pass/no pass to be combined with the fourth quarter pass/incomplete for the overall semester grades of high schoolers. This approach gives students the opportunity to raise their grade either during distance learning or within six weeks of schools reopening.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman said that educators may be tempted to add a “pass+” option to recognize high-achievers, but he advised against it, saying that “the only students who can take advantage of that are the ones who have supports.\" And Eakins noted that asking students to choose between a letter grade or a pass/incomplete option similarly replicates disadvantage.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Multiple Forms of Feedback\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Leandro’s elementary schools, instead of grades, teachers will issue third trimester report cards with only narrative comments. They also will hold phone or video conferences with parents to discuss how a student is doing, next steps for the summer and what support might be needed in the fall. At all grade levels, high-quality feedback makes a difference in student learning. Continuing to give that feedback is one of Feldman’s recommendations for grading during COVID-19. Focusing on that, rather than on the pressure that is often associated with grades, he said, sends the message that teachers care about what’s happening in students’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel said that figuring out how to maintain the loop of teacher feedback and student growth during distance learning is as important as deciding whether to assign letter grades. She noted that while educators already knew that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Right now it’s just an absolute gatekeeper. If kids don’t want to open up that Chromebook to get in a Zoom with us … they can completely shut down.” San Leandro’s \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11779\">\u003cspan style=\"font-weight: 400\">emergency distance learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks teachers to \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11781\">\u003cspan style=\"font-weight: 400\">check in with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> twice per week. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An opportunity to rethink grading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past three years, San Leandro’s administrators and teachers have worked with Feldman to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">adopt equitable grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That work put them in a good position to think critically about grading during a pandemic. For others, coronavirus is shining a new spotlight on disparities that affect student outcomes. Eakins and Feldman hope that spotlight will stay on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">when schools reopen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many districts have distributed laptops and \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/22/839948923/navajo-families-without-internet-struggle-to-homeschool-during-covid-19-pandemic\">\u003cspan style=\"font-weight: 400\">wireless hot spots to families without Internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, for instance. Will those supports continue to be available after coronavirus? “We could easily go back to business as usual, ” Eakins said. “This is a time for us to create a new normal and plan ahead. We can really start challenging the inequities that have been around pre-COVID-19 and move forward.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman hopes that this crisis will prompt educators to reflect on the purpose of grades. Behavioral metrics, such as homework completion and class participation — what he referred to as “all that bean counting that teachers normally spend a lot of time on” — do not assess what students actually know, he said. They also make grades susceptible to implicit bias. With some of those metrics gone during distance learning, will teachers consider eliminating them altogether?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From his research all over the country, Feldman knows that even talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">changing grading practices can be contentious\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But Patel, whose district has done it, considered the process worthwhile. “That work wasn’t just about being intellectually interested in grading,” she said. “It came from a lived teacher and family experience of wanting to make sure that grades are authentic.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, amid coronavirus, that work continues.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"COVID19 highlighted just how much grades depend on access to some of the most basic resources that are out of reach for many families right now. Joe Feldman provides some insights into how to make grading equitable. ","status":"publish","parent":0,"modified":1589422521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1144},"headData":{"title":"Why Grading Policies For Equity Matter More Than Ever | KQED","description":"COVID19 highlighted just how much grades depend on access to some of the most basic resources that are out of reach for many families right now. Joe Feldman provides some insights into how to make grading equitable. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55889 https://ww2.kqed.org/mindshift/?p=55889","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/11/why-grading-policies-for-equity-matter-more-than-ever/","disqusTitle":"Why Grading Policies For Equity Matter More Than Ever","path":"/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every other day, a \u003c/span>\u003ca href=\"https://nche.ed.gov/mckinney-vento/\">\u003cspan style=\"font-weight: 400\">McKinney-Vento\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program coordinator with San Leandro Unified School District travels to the marina on the district’s eastern boundary. There, she drops off meals, hygiene kits and school supplies to families who are sheltering in their cars. She also provides information such as where to access public WiFi so students can keep up with classes.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">Reaching homeless students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is just one of the \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/11/830856140/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">many challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educators are tackling during COVID-19 school closures. While some students are learning in homes with abundant resources and parental support, others are sharing devices or bandwidth, taking care of siblings, or \u003c/span>\u003ca href=\"https://www.idahoednews.org/news/children-take-to-the-fields-following-school-closures/\">\u003cspan style=\"font-weight: 400\">fitting school work around jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Such varied learning conditions raise a question: how can schools grade fairly during a pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, the answer is simple: they can’t. “If we’re grading right now, we’re grading privilege,” said school equity consultant \u003c/span>\u003ca href=\"https://twitter.com/sheldoneakins\">\u003cspan style=\"font-weight: 400\">Sheldon L. Eakins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during a recent professional development session. In an interview with MindShift, Eakins gave an example using his own family. In the past month, his son, who is in elementary school, has been assigned multiple worksheets per day. “I have a home office with ink, paper, and I’m an educator to help him one-on-one,” Eakins said, but many other kids in rural Idaho don’t have those advantages.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1254858119718400000"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003ca href=\"https://twitter.com/JoeCFeldman\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator who has led schools across the country in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">transforming their grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that resource disparities are one of several reasons that grades cannot accurately represent student learning right now. Other factors include the enormous stress families are experiencing, which can impede cognition and lower student performance, and the reality that teachers have rapidly shifted to online instruction with little training. At San Leandro Unified, leaders took all of those factors into consideration when devising a \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11810\">\u003cspan style=\"font-weight: 400\">plan for grading during COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Assistant Superintendent Sonal Patel, her team moved forward with the goal of continuing to make learning meaningful while emphasizing equity. Their solutions included switching to a pass/incomplete system at secondary schools and focusing on narrative feedback at elementary schools.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_52813","hero":"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/01/iStock-871060516-1180x812.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>\u003cb>Switching to Pass/Incomplete\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the fourth quarter, San Leandro’s secondary students will receive a “pass” or “incomplete” instead of a letter grade. In his \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1nJm0GR8VXZptUOmCP3WFRj1LJrqj61HC/view?fbclid=IwAR03fIX7s60Ht7EWtZ3HbXucZg6eI2egN8KzkHLRaJ0rcIIEN5121Mggg5I\">\u003cspan style=\"font-weight: 400\">guidance for grading during COVID-19 closures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Feldman recommended this model for schools that cannot drop grades entirely. It differs from the more familiar pass/fail model \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/10/830622398/how-colleges-are-grading-students-during-coronavirus\">\u003cspan style=\"font-weight: 400\">available in some colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it does not punish students who cannot keep up during school closures. At San Leandro, students who receive an incomplete can finish their work during the summer or within six weeks of schools reopening. After that, the mark would become a “no pass.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel noted that some districts have decided to let third quarter grades stand in for the final grade, but she said that’s a disservice to students who were not passing at the time that school buildings closed. In contrast, San Leandro will convert third quarter scores to a pass/no pass to be combined with the fourth quarter pass/incomplete for the overall semester grades of high schoolers. This approach gives students the opportunity to raise their grade either during distance learning or within six weeks of schools reopening.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman said that educators may be tempted to add a “pass+” option to recognize high-achievers, but he advised against it, saying that “the only students who can take advantage of that are the ones who have supports.\" And Eakins noted that asking students to choose between a letter grade or a pass/incomplete option similarly replicates disadvantage.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Multiple Forms of Feedback\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Leandro’s elementary schools, instead of grades, teachers will issue third trimester report cards with only narrative comments. They also will hold phone or video conferences with parents to discuss how a student is doing, next steps for the summer and what support might be needed in the fall. At all grade levels, high-quality feedback makes a difference in student learning. Continuing to give that feedback is one of Feldman’s recommendations for grading during COVID-19. Focusing on that, rather than on the pressure that is often associated with grades, he said, sends the message that teachers care about what’s happening in students’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patel said that figuring out how to maintain the loop of teacher feedback and student growth during distance learning is as important as deciding whether to assign letter grades. She noted that while educators already knew that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Right now it’s just an absolute gatekeeper. If kids don’t want to open up that Chromebook to get in a Zoom with us … they can completely shut down.” San Leandro’s \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11779\">\u003cspan style=\"font-weight: 400\">emergency distance learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks teachers to \u003c/span>\u003ca href=\"https://www.sanleandro.k12.ca.us/Page/11781\">\u003cspan style=\"font-weight: 400\">check in with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> twice per week. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An opportunity to rethink grading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past three years, San Leandro’s administrators and teachers have worked with Feldman to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52813/how-teachers-are-changing-grading-practices-with-an-eye-on-equity\">\u003cspan style=\"font-weight: 400\">adopt equitable grading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That work put them in a good position to think critically about grading during a pandemic. For others, coronavirus is shining a new spotlight on disparities that affect student outcomes. Eakins and Feldman hope that spotlight will stay on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">when schools reopen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many districts have distributed laptops and \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/22/839948923/navajo-families-without-internet-struggle-to-homeschool-during-covid-19-pandemic\">\u003cspan style=\"font-weight: 400\">wireless hot spots to families without Internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, for instance. Will those supports continue to be available after coronavirus? “We could easily go back to business as usual, ” Eakins said. “This is a time for us to create a new normal and plan ahead. We can really start challenging the inequities that have been around pre-COVID-19 and move forward.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman hopes that this crisis will prompt educators to reflect on the purpose of grades. Behavioral metrics, such as homework completion and class participation — what he referred to as “all that bean counting that teachers normally spend a lot of time on” — do not assess what students actually know, he said. They also make grades susceptible to implicit bias. With some of those metrics gone during distance learning, will teachers consider eliminating them altogether?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From his research all over the country, Feldman knows that even talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">changing grading practices can be contentious\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But Patel, whose district has done it, considered the process worthwhile. “That work wasn’t just about being intellectually interested in grading,” she said. “It came from a lived teacher and family experience of wanting to make sure that grades are authentic.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, amid coronavirus, that work continues.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever","authors":["11487"],"categories":["mindshift_21345"],"tags":["mindshift_108","mindshift_21344","mindshift_21343","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21111","mindshift_21110","mindshift_21107"],"featImg":"mindshift_55897","label":"mindshift"},"mindshift_48493":{"type":"posts","id":"mindshift_48493","meta":{"index":"posts_1591205157","site":"mindshift","id":"48493","score":null,"sort":[1502673987000]},"guestAuthors":[],"slug":"when-schools-forgo-grades-an-experiment-in-internal-motivation","title":"When Schools Forgo Grades: An Experiment In Internal Motivation","publishDate":1502673987,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Lots of factors affect whether and what students learn in school, but most often that conversation gets boiled down into a single letter grade, a symbol of everything a student knows or doesn’t know. Because grades are often required, and easy to understand, they have become the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">focus for many parents, teachers and students\u003c/a>. The problem is that grades are often \u003ca href=\"https://medium.com/teachers-going-gradeless/the-5-best-reasons-for-going-gradeless-e6577c44d5b1\" target=\"_blank\" rel=\"noopener noreferrer\">subjective, arbitrary and can be demotivating\u003c/a> to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.\u003c/p>\n\u003cp>Kirby Engelman was a typical high school student at New Trier High School outside Chicago. Her first two years there she did fine academically, but she was going through the motions, doing what she thought she was so supposed to do. She felt lost among the thousands of students thronging the hallways of New Trier, which has over 4,000 students. When her mother encouraged her to apply to the \u003ca href=\"http://www.newtrier.k12.il.us/igss/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Global Studies School (IGSS)\u003c/a>, a smaller program within this public high school, she did so on a whim, drawn more to the smaller learning community than to the alternative teaching style it offered.\u003c/p>\n\u003cp>“It felt totally different,” Engelman said. “It opened my mind to education as something more of, rather than learning content, you were learning how to learn. It opened my mind to my potential as well as the potential of humans and the world.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students are presenting their first semester passion projects to each other. \u003ca href=\"https://twitter.com/hashtag/SelfDiectedLearning?src=hash\">#SelfDiectedLearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/No?src=hash\">#No\u003c/a> MultipleChoiceFinal \u003ca href=\"https://t.co/UDhu6PJJks\">pic.twitter.com/UDhu6PJJks\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/819260024019189760\">January 11, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The program, which has operated at New Trier since 2009, came about when teachers and parents at this high-achieving school realized that while students were “succeeding” by traditional measures like test scores and college-admission rates, something was missing. Teachers wanted to help students develop intrinsic motivation. And they believed grades were at the root of the problem.\u003c/p>\n\u003cp>“We were going to try to create a school that was driven by student interests, not grades, that was interdisciplinary and was built on experiential learning,” said Colby Vargas, a senior English teacher and one of the founders of IGSS. “Those are all counter to the school culture in many ways.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school board approved the IGSS program on the condition that students could choose to have the narrative assessments teachers give to students translated into more traditional letter grades at the end of each semester. Students apply to the program during sophomore year for participation junior and senior year. English, history, science and art are taught through interdisciplinary projects three hours a day. While teachers plan broad thematic units, student choice is a hallmark of the program and teachers offer a lot of personalized attention. IGSS is meant to be small, so there are only 40 students at each grade level. A team of three teachers works collaboratively to weave an interdisciplinary experience for each class.\u003c/p>\n\u003cp>“There are lots of kids who just cruise through and never get fired up about anything. That’s who we are really built for,” Vargas said. Rather than covering specific content, teachers develop broad themes and let students dive deeply into aspects of the topic that interest them, guiding them to think deeply, research in directions they haven’t thought about and improve their writing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Is Otherness a fundamental category of human thought? \u003ca href=\"https://twitter.com/hashtag/essentialquestions?src=hash\">#essentialquestions\u003c/a> \u003ca href=\"https://twitter.com/hashtag/igssOutside?src=hash\">#igssOutside\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deBeauvoir?src=hash\">#deBeauvoir\u003c/a> \u003ca href=\"https://t.co/wUOkRFMcnm\">pic.twitter.com/wUOkRFMcnm\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/823608641966272514\">January 23, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This style of learning came as a huge relief to Nora Grubb, who graduated from the IGSS program and went on to attend Skidmore College. “I felt really disenchanted in my early years in high school because I was around competitive people but not in the way I would have imagined,” Grubb said. “They weren’t competitive with themselves. They were competitive with other people and they weren’t interested in widening their scope.”\u003c/p>\n\u003cp>She said freshman and sophomore years she did a lot of schoolwork, but never felt intellectually challenged. She loved that the teachers in IGSS were interested in her as a person, not just as a number passing through. “It tapped into the curiosity I had about myself and the world around me, and the teachers were incredibly encouraging of that and wanted to have conversations about that.”\u003c/p>\n\u003cp>Teachers keep detailed notes about how students are progressing, including written feedback given directly to them on their work, but nothing is graded on a 100-point scale and no letter grades are given. The idea is to learn from conversations and feedback to continue \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">making the work better\u003c/a>. Despite the gradeless world IGSS teachers have tried to create, some students do opt for grade translation, often because they worry colleges won’t recognize the work they’ve done without it.\u003c/p>\n\u003cp>“We have a dirty little moment where all the qualitative stuff becomes just a grade,” Vargas said. “And then it becomes just as arbitrary as any other grade in that moment,” added Lindsay Arado, a history teacher in the program.\u003c/p>\n\u003cp>When they started the program, Vargas and Arado wanted IGSS to be about \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">joyful learning without the pressure of grades\u003c/a>. They knew that the thousand little decisions a teacher makes about rewarding or withholding points are arbitrary and that grades most often serve as a compliance tool, a way to force students to do their work. They didn’t see that system as ultimately serving the greater goal of creating passionate learners who know themselves deeply, who can direct themselves, \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">take criticism\u003c/a>, and who are always pushing to improve.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Peer editing, even under a table, is so valuable for our students. \u003ca href=\"https://twitter.com/hashtag/peereditingfort?src=hash\">#peereditingfort\u003c/a> \u003ca href=\"https://t.co/GBXqElng9Y\">pic.twitter.com/GBXqElng9Y\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/816747603459182592\">January 4, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>But the school board and parents were uncomfortable with the idea of a gradeless learning community; they thought it would hurt students’ chances for admission to the top colleges. That’s why grade translation is an option. Still, many students ultimately prefer not to get grades. And, now that the program has a track record of getting students into excellent colleges, parents and school leaders have become more accepting of the structure.\u003c/p>\n\u003cp>“It wasn’t necessarily the teachers who dominated the classroom,” Engelman said. “It was more we are here together; I will learn from you and you can learn from me.” Now an urban studies major at Brown University, Engelman says she sees that type of intellectual exchange in her college classes, but hadn’t experienced it at New Trier until she entered IGSS.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.'\u003ccite>Kirby Engelman, IGSS alumna\u003c/cite>\u003c/aside>\n\u003cp>Engelman admits she was hesitant to give up the traditional model at first. It was all she knew. So her first semester of junior year she opted for grade translation. “Grades or no grades you get a written narrative about every assignment and how you are as a student, which showed me how unnecessary grades were,” she said. She also found the system \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">more motivating\u003c/a>. “Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.”\u003c/p>\n\u003cp>All juniors at New Trier, whether participating in IGSS or not, are required to write a massive research paper. In IGSS, students get to choose their topic and the year is largely structured around a deep dive into an area of passion. Engelman chose to research Colony Collapse Disorder, assembling a community of experts from professors to professional beekeepers and USDA officials in a community who shared a passion for honeybees. She knew nothing about honeybees going into the project.\u003c/p>\n\u003cp>“Looking back I don’t know how I had the guts as a 17-year-old to do this, but I just decided I had the authority to email anyone I wanted,” Engelman said. And for the most part, all these experts wrote back to her. She then continued to extend her passion for honeybees by convincing her parents to let her keep bees in the backyard and making a film about the experience for her senior capstone project. She also wrote an elementary school curriculum on Colony Collapse Disorder and the important role honeybees play in ecosystems, which she taught at several nearby schools.\u003c/p>\n\u003cp>Engelman didn’t take a traditional path after high school. She first went to the Savannah College of Art and Design because she liked working with her hands. She enjoyed her time there and did well, but she missed the deep intellectual thought she’d experienced as part of IGSS so she transferred to Brown. Her mom credits the IGSS program for her admittance there.\u003c/p>\n\u003cp>“My transcript, instead of being a single piece of paper, is this honking written explanation of everything I ever did as a student,” Engelman said. “I think that’s a lot more telling to universities than a letter grade.” Despite what might seem like a wandering path, Engelman says she’s never doubted her ability to succeed.\u003c/p>\n\u003cp>“I do think that, I don’t know why or how, but I do think that the IGSS program makes you willing to try new things and makes you see the potential in yourself,” Engelman said. She says friends from the program feel similarly capable and their approach tends to be, “let’s do this thing called life even if it’s not going perfectly.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF TEACHING IN IGSS\u003c/strong>\u003c/p>\n\u003cp>Teachers in IGSS have the challenging job of keeping student interests at the center of learning while creating loose plans to hit on the skills they want students to learn. They admitted it’s challenging to design learning experiences that are flexible enough for students to find exciting entry points to the work, while offering enough structure to support deep exploration. Most students, no matter how bright, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">struggle to completely self-direct\u003c/a> without guidance, especially after years of being told exactly how to do well.\u003c/p>\n\u003cp>“We often describe the planning as building the plane as we fly it,” said Mac Guy, a junior English teacher in IGSS. “But there’s something terrifying about that.” It can be stressful and overwhelming to go into a three-hour teaching session without feeling on top of the plan. “At the same time, every year coming into IGSS it’s going to be something new that’s interesting and it’s really going to challenge me to be creative,” he said. In many ways that challenge is also what makes the program such a stimulating teaching experience.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Brainstorming predictions for \u003ca href=\"https://twitter.com/Isabelwilkerson\">@Isabelwilkerson\u003c/a>‘s \u003ca href=\"https://twitter.com/hashtag/thewarmthofothersuns?src=hash\">#thewarmthofothersuns\u003c/a> at \u003ca href=\"https://twitter.com/NewTrier203\">@NewTrier203\u003c/a> \u003ca href=\"https://t.co/OBYHC4tzqt\">pic.twitter.com/OBYHC4tzqt\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/799327819591393280\">November 17, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>These teachers believe deeply that they are creating a valuable educational experience for students, but it was hard for them to let go of their previous mindsets as well. Vargas said at the outset they made a commitment not to assign any busywork. “That’s been really good for me and powerful and impactful,” but it has also challenged him to think about why he felt history should be taught in a certain order or feature certain characters.\u003c/p>\n\u003cp>“I had trouble letting go of that narrative,” Vargas said. “It made me realize that a lot of my teaching throughout my career has been draped around the story of history.” He’s fought to make everything he teaches feel authentic and connected to students, but he still misses the familiar narrative he used to teach.\u003c/p>\n\u003cp>This program has also forced teachers to collaborate and communicate much more than they did when they taught 40-minute class periods on their own. And perhaps one of the hardest things to overcome is students’ learned behaviors around schoolwork. Halfway through the year students are still asking about points and whether they will lose credit if a writing assignment is too short. While that frustrates the teachers, they understand how deeply ingrained the grading system has become for American students. And, “We’re asking some of our kids to not get grades for some of their best work,” Guy acknowledges.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The tyranny of grading is nothing new, but grades are partly why old ways of teaching and learning can feel impossible to ditch. That’s why some \u003ca href=\"https://www.facebook.com/groups/277181926058422/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers are organizing\u003c/a> around \u003ca href=\"https://medium.com/teachers-going-gradeless/teachers-going-gradeless-50d621c14cad\" target=\"_blank\" rel=\"noopener noreferrer\">“going gradeless”\u003c/a> as a way of structurally changing what is valued in classrooms.\u003c/p>\n\n","blocks":[],"excerpt":"When teachers don't give grades they find it completely changes the focus of learning in their classrooms.","status":"publish","parent":0,"modified":1502673987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2160},"headData":{"title":"When Schools Forgo Grades: An Experiment In Internal Motivation | KQED","description":"When teachers don't give grades they find it completely changes the focus of learning in their classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48493 https://ww2.kqed.org/mindshift/?p=48493","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/","disqusTitle":"When Schools Forgo Grades: An Experiment In Internal Motivation","path":"/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lots of factors affect whether and what students learn in school, but most often that conversation gets boiled down into a single letter grade, a symbol of everything a student knows or doesn’t know. Because grades are often required, and easy to understand, they have become the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">focus for many parents, teachers and students\u003c/a>. The problem is that grades are often \u003ca href=\"https://medium.com/teachers-going-gradeless/the-5-best-reasons-for-going-gradeless-e6577c44d5b1\" target=\"_blank\" rel=\"noopener noreferrer\">subjective, arbitrary and can be demotivating\u003c/a> to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.\u003c/p>\n\u003cp>Kirby Engelman was a typical high school student at New Trier High School outside Chicago. Her first two years there she did fine academically, but she was going through the motions, doing what she thought she was so supposed to do. She felt lost among the thousands of students thronging the hallways of New Trier, which has over 4,000 students. When her mother encouraged her to apply to the \u003ca href=\"http://www.newtrier.k12.il.us/igss/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Global Studies School (IGSS)\u003c/a>, a smaller program within this public high school, she did so on a whim, drawn more to the smaller learning community than to the alternative teaching style it offered.\u003c/p>\n\u003cp>“It felt totally different,” Engelman said. “It opened my mind to education as something more of, rather than learning content, you were learning how to learn. It opened my mind to my potential as well as the potential of humans and the world.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students are presenting their first semester passion projects to each other. \u003ca href=\"https://twitter.com/hashtag/SelfDiectedLearning?src=hash\">#SelfDiectedLearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/No?src=hash\">#No\u003c/a> MultipleChoiceFinal \u003ca href=\"https://t.co/UDhu6PJJks\">pic.twitter.com/UDhu6PJJks\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/819260024019189760\">January 11, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The program, which has operated at New Trier since 2009, came about when teachers and parents at this high-achieving school realized that while students were “succeeding” by traditional measures like test scores and college-admission rates, something was missing. Teachers wanted to help students develop intrinsic motivation. And they believed grades were at the root of the problem.\u003c/p>\n\u003cp>“We were going to try to create a school that was driven by student interests, not grades, that was interdisciplinary and was built on experiential learning,” said Colby Vargas, a senior English teacher and one of the founders of IGSS. “Those are all counter to the school culture in many ways.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school board approved the IGSS program on the condition that students could choose to have the narrative assessments teachers give to students translated into more traditional letter grades at the end of each semester. Students apply to the program during sophomore year for participation junior and senior year. English, history, science and art are taught through interdisciplinary projects three hours a day. While teachers plan broad thematic units, student choice is a hallmark of the program and teachers offer a lot of personalized attention. IGSS is meant to be small, so there are only 40 students at each grade level. A team of three teachers works collaboratively to weave an interdisciplinary experience for each class.\u003c/p>\n\u003cp>“There are lots of kids who just cruise through and never get fired up about anything. That’s who we are really built for,” Vargas said. Rather than covering specific content, teachers develop broad themes and let students dive deeply into aspects of the topic that interest them, guiding them to think deeply, research in directions they haven’t thought about and improve their writing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Is Otherness a fundamental category of human thought? \u003ca href=\"https://twitter.com/hashtag/essentialquestions?src=hash\">#essentialquestions\u003c/a> \u003ca href=\"https://twitter.com/hashtag/igssOutside?src=hash\">#igssOutside\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deBeauvoir?src=hash\">#deBeauvoir\u003c/a> \u003ca href=\"https://t.co/wUOkRFMcnm\">pic.twitter.com/wUOkRFMcnm\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/823608641966272514\">January 23, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This style of learning came as a huge relief to Nora Grubb, who graduated from the IGSS program and went on to attend Skidmore College. “I felt really disenchanted in my early years in high school because I was around competitive people but not in the way I would have imagined,” Grubb said. “They weren’t competitive with themselves. They were competitive with other people and they weren’t interested in widening their scope.”\u003c/p>\n\u003cp>She said freshman and sophomore years she did a lot of schoolwork, but never felt intellectually challenged. She loved that the teachers in IGSS were interested in her as a person, not just as a number passing through. “It tapped into the curiosity I had about myself and the world around me, and the teachers were incredibly encouraging of that and wanted to have conversations about that.”\u003c/p>\n\u003cp>Teachers keep detailed notes about how students are progressing, including written feedback given directly to them on their work, but nothing is graded on a 100-point scale and no letter grades are given. The idea is to learn from conversations and feedback to continue \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">making the work better\u003c/a>. Despite the gradeless world IGSS teachers have tried to create, some students do opt for grade translation, often because they worry colleges won’t recognize the work they’ve done without it.\u003c/p>\n\u003cp>“We have a dirty little moment where all the qualitative stuff becomes just a grade,” Vargas said. “And then it becomes just as arbitrary as any other grade in that moment,” added Lindsay Arado, a history teacher in the program.\u003c/p>\n\u003cp>When they started the program, Vargas and Arado wanted IGSS to be about \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">joyful learning without the pressure of grades\u003c/a>. They knew that the thousand little decisions a teacher makes about rewarding or withholding points are arbitrary and that grades most often serve as a compliance tool, a way to force students to do their work. They didn’t see that system as ultimately serving the greater goal of creating passionate learners who know themselves deeply, who can direct themselves, \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">take criticism\u003c/a>, and who are always pushing to improve.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Peer editing, even under a table, is so valuable for our students. \u003ca href=\"https://twitter.com/hashtag/peereditingfort?src=hash\">#peereditingfort\u003c/a> \u003ca href=\"https://t.co/GBXqElng9Y\">pic.twitter.com/GBXqElng9Y\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/816747603459182592\">January 4, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>But the school board and parents were uncomfortable with the idea of a gradeless learning community; they thought it would hurt students’ chances for admission to the top colleges. That’s why grade translation is an option. Still, many students ultimately prefer not to get grades. And, now that the program has a track record of getting students into excellent colleges, parents and school leaders have become more accepting of the structure.\u003c/p>\n\u003cp>“It wasn’t necessarily the teachers who dominated the classroom,” Engelman said. “It was more we are here together; I will learn from you and you can learn from me.” Now an urban studies major at Brown University, Engelman says she sees that type of intellectual exchange in her college classes, but hadn’t experienced it at New Trier until she entered IGSS.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.'\u003ccite>Kirby Engelman, IGSS alumna\u003c/cite>\u003c/aside>\n\u003cp>Engelman admits she was hesitant to give up the traditional model at first. It was all she knew. So her first semester of junior year she opted for grade translation. “Grades or no grades you get a written narrative about every assignment and how you are as a student, which showed me how unnecessary grades were,” she said. She also found the system \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">more motivating\u003c/a>. “Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.”\u003c/p>\n\u003cp>All juniors at New Trier, whether participating in IGSS or not, are required to write a massive research paper. In IGSS, students get to choose their topic and the year is largely structured around a deep dive into an area of passion. Engelman chose to research Colony Collapse Disorder, assembling a community of experts from professors to professional beekeepers and USDA officials in a community who shared a passion for honeybees. She knew nothing about honeybees going into the project.\u003c/p>\n\u003cp>“Looking back I don’t know how I had the guts as a 17-year-old to do this, but I just decided I had the authority to email anyone I wanted,” Engelman said. And for the most part, all these experts wrote back to her. She then continued to extend her passion for honeybees by convincing her parents to let her keep bees in the backyard and making a film about the experience for her senior capstone project. She also wrote an elementary school curriculum on Colony Collapse Disorder and the important role honeybees play in ecosystems, which she taught at several nearby schools.\u003c/p>\n\u003cp>Engelman didn’t take a traditional path after high school. She first went to the Savannah College of Art and Design because she liked working with her hands. She enjoyed her time there and did well, but she missed the deep intellectual thought she’d experienced as part of IGSS so she transferred to Brown. Her mom credits the IGSS program for her admittance there.\u003c/p>\n\u003cp>“My transcript, instead of being a single piece of paper, is this honking written explanation of everything I ever did as a student,” Engelman said. “I think that’s a lot more telling to universities than a letter grade.” Despite what might seem like a wandering path, Engelman says she’s never doubted her ability to succeed.\u003c/p>\n\u003cp>“I do think that, I don’t know why or how, but I do think that the IGSS program makes you willing to try new things and makes you see the potential in yourself,” Engelman said. She says friends from the program feel similarly capable and their approach tends to be, “let’s do this thing called life even if it’s not going perfectly.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF TEACHING IN IGSS\u003c/strong>\u003c/p>\n\u003cp>Teachers in IGSS have the challenging job of keeping student interests at the center of learning while creating loose plans to hit on the skills they want students to learn. They admitted it’s challenging to design learning experiences that are flexible enough for students to find exciting entry points to the work, while offering enough structure to support deep exploration. Most students, no matter how bright, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">struggle to completely self-direct\u003c/a> without guidance, especially after years of being told exactly how to do well.\u003c/p>\n\u003cp>“We often describe the planning as building the plane as we fly it,” said Mac Guy, a junior English teacher in IGSS. “But there’s something terrifying about that.” It can be stressful and overwhelming to go into a three-hour teaching session without feeling on top of the plan. “At the same time, every year coming into IGSS it’s going to be something new that’s interesting and it’s really going to challenge me to be creative,” he said. In many ways that challenge is also what makes the program such a stimulating teaching experience.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Brainstorming predictions for \u003ca href=\"https://twitter.com/Isabelwilkerson\">@Isabelwilkerson\u003c/a>‘s \u003ca href=\"https://twitter.com/hashtag/thewarmthofothersuns?src=hash\">#thewarmthofothersuns\u003c/a> at \u003ca href=\"https://twitter.com/NewTrier203\">@NewTrier203\u003c/a> \u003ca href=\"https://t.co/OBYHC4tzqt\">pic.twitter.com/OBYHC4tzqt\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/799327819591393280\">November 17, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>These teachers believe deeply that they are creating a valuable educational experience for students, but it was hard for them to let go of their previous mindsets as well. Vargas said at the outset they made a commitment not to assign any busywork. “That’s been really good for me and powerful and impactful,” but it has also challenged him to think about why he felt history should be taught in a certain order or feature certain characters.\u003c/p>\n\u003cp>“I had trouble letting go of that narrative,” Vargas said. “It made me realize that a lot of my teaching throughout my career has been draped around the story of history.” He’s fought to make everything he teaches feel authentic and connected to students, but he still misses the familiar narrative he used to teach.\u003c/p>\n\u003cp>This program has also forced teachers to collaborate and communicate much more than they did when they taught 40-minute class periods on their own. And perhaps one of the hardest things to overcome is students’ learned behaviors around schoolwork. Halfway through the year students are still asking about points and whether they will lose credit if a writing assignment is too short. While that frustrates the teachers, they understand how deeply ingrained the grading system has become for American students. And, “We’re asking some of our kids to not get grades for some of their best work,” Guy acknowledges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tyranny of grading is nothing new, but grades are partly why old ways of teaching and learning can feel impossible to ditch. That’s why some \u003ca href=\"https://www.facebook.com/groups/277181926058422/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers are organizing\u003c/a> around \u003ca href=\"https://medium.com/teachers-going-gradeless/teachers-going-gradeless-50d621c14cad\" target=\"_blank\" rel=\"noopener noreferrer\">“going gradeless”\u003c/a> as a way of structurally changing what is valued in classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_108","mindshift_20784","mindshift_1040","mindshift_21111","mindshift_21110"],"featImg":"mindshift_48650","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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