By Harold Reutter
harold.reutter@theindependent.com

That's the principle that Steve Burkholder, Grand Island assistant superintendent for student learning, says he's trying to uphold with a new grading system being used at the elementary, middle school and high school levels.

The grading system has eight guidelines, and Burkholder believes seven of them are not controversial with teachers at any of the three grade levels in the Grand Island public schools.

But for many middle school and especially high school teachers, one guideline is proving troublesome. Guideline 6 says the following:

"To determine grades at the end of the grading period, use professional judgment when considering the body of evidence. Grading must involve more than just crunching numbers."

That guideline may not sound controversial, but one of the explanations of how that guideline should be applied is stirring emotions about grading.

That sub-guideline says, "Assign a minimum score of 50 percent no zeroes for all types of student work completed that is not of passing quality and also for assigned work not completed."

Not half-credit, but an 'F'

Superintendent Steve Joel knows why that sticks in a lot of people's throats, including those of teachers.

"It feels like you're giving half-credit," Joel said, noting that concept is especially galling if a student completely fails to hand in an assignment.

To many people, handing out a zero for a missed assignment seems proper, he said.

But Joel said students, parents and teachers should view 50 percent as an "F," not half-credit for a test that was not taken or a major assignment not handed in by a student.

Joel said that's also why teachers should use the "professional judgment" talked about in Guideline 6.

If a student failed to hand in a major assignment or failed to take a major test or assessment, the teacher's professional judgment should be that the student failed the course.

Joel said that should be true even if the student technically had a 71 percent or 72 percent average when the 50 percent is included for missing assignments or tests.

Burkholder said that is logical.

"How can the teacher say the student learned the material if they didn't complete the assignment or didn't take the test?" Burkholder asked.

But Joel said some teachers have told him using "professional judgment" is going to create even more controversy with students and parents.

Joel said that's partly because of the new parent portal that lets parents see their children's grades. He noted that missing work or tests are marked with an "M."

However, Joel said, teachers say students and parents who see the "M" on the portal mentally calculate it as a 50 percent.

Students and parents then add up all the scores and average them.

If the average is above 70 percent, both students and parents probably believe that's a passing grade, despite the missing tests or assignments, Joel said.

The superintendent said teachers have told him they will have upset students and parents on their doorstep when that seeming 70 percent average turns out to be to be a failing report card grade because of a missing assignment or test.

Who to fold the parachute?

Burkholder said that gets into two other subsets of Guideline 6. One of those subsets says, "When calculating scores, give serious consideration to using the median (mode), rather than the mean (average)."

The other subset of Guideline 6 says, "Use the most consistent level of achievement, with emphasis on the more recent performance when applicable."

This is where Burkholder uses an example of two people learning to fold parachutes for skydivers.

One person folds the parachute correctly 75 percent of the time from beginning to end. The other person does it incorrectly 100 percent of the time in the beginning a string of zeroes under the old grading system but is folding the parachute correctly 100 percent of the time by the end of the course.

"I know who I want folding my parachute," Burkholder said, noting that it would be the second person.

But under a traditional grading system of averaging all scores, the first person might get the better grade, Burkholder said.

That situation is also why all secondary teachers are to assign no more than 30 percent of the final grade to daily or "practice" work, with 70 percent going to major assessments at the end of a unit or major projects.

Practice should be just that, a drill to get better, Burkholder said. Major tests and assignments should be the main determinant of whether a student has mastered the material.

Burkholder said the zero has often buried certain students in the past. He noted there are 10 percent increments between the 90, 80, 70 and 60 percent scores to determine an A, B, C or D. Each represents a 10-point "penalty."

But a zero is a 60-point penalty, and Burkholder said just a few zeros make it mathematically impossible for a student to climb out of the hole. Keeping the lowest grade a 50 keeps it to a 10-point penalty and gives a student hope.

While Joel and Burkholder can explain their reasoning, they realize they have not convinced teachers, students and parents they are correct on the 50 percent versus zero percent floor for failing work.

Burkholder said the old system of simply averaging everything was not perfect. He said grades should be more than a simple mathematical calculation.

Burkholder also said the new system isn't perfect, but he believes it is an improvement.

The question is whether there can be an improvement on the supposed improvement, especially on the debate over the 50 percent floor on grades.

Joel will only say no changes will be made before the end of this school year and that the grading system is "under review," without hinting what that review might yield in the way of changes.