Class rank is a flawed system designed to benefit very few people, hurt students’ chances at scholarships and college admission, and add extra stress to the lives of high school students. The most effective solution to how class rank negatively affects students is to get rid of it completely. The entire system is flawed in a way that doesn’t give hard-working students the recognition they crave and deserve. Just the concept of comparing students, who all learn differently, is an unpleasant idea to begin with. Comparing students has the immediate potential to affect students psychologically and academically because of the way it hurts student’s self-confidence. The class rank system has never worked properly, and it is time to erase it from …show more content…
In recent years, class rank has been brought up more as an issue and many schools are beginning to eliminate the system. Students are beginning to recognize how much every small part of their education counts towards getting into college and achieving scholarships, so people are beginning to take notice of class rank as being a hindrance. But, as of 2015, more than sixty percent of schools still use the class rank system. That means that students at more than sixty percent of U.S. schools have one more thing to add to their list of things to be stressed about. Even though forty percent of schools in the U.S. no longer use class rank, schools that do not use class rank can still be affected by the system. If class rank becomes a deciding factor for admission to a college, a student at a school not using class rank will be at a disadvantage because they do have his or her class rank listed. Therefore, only some schools getting rid of the class rank system is not enough (BE-7). In order to keep class rank from affecting students negatively, it needs to be removed from all schools. This would also force colleges to stop examining class rank as a factor for admission. Efforts towards removing the class rank system are useless unless all schools participate in the process of removing the class rank
In his essay, "Why Colleges Shower Their Students With A’s,” Staples claims that student grades are increasing for the wrong reasons, causing college degrees to become meaningless. Staples provides evidence that average grades have increased significantly over the last several decades, but claims that it is not because students are working harder. The real explanation for grade inflation, he argues, is the effect of grades on both students and their professors. Teachers give more A’s to receive better evaluations and increase job security. Students give more importance to their grades as a result of the rapidly increasing cost of a college education. Staples argues that modern
Stuart Rojstaczer talks about how higher education in the United States has decreased substantially these days. High grades are very common among college students when they should not be that high. Schools are handing out easy A’s to those who do not deserve them, decreasing the quality of education. Even more astonishing is the fact that students are spending less time studying and more time drinking and partying, students are consuming more alcohol than ever and degrade in a really fast way. Also Stuart Rojstaczer talk about that in private schools grades are much higher than in public schools, but virtually everyone was experiencing grade inflation.
The American Education system needs to check their purpose and refocus students back on the reason for furthering their education. Although, many colleges are known for many amenities and student activities, college students need to focus on the issues at hand and conquer them with knowledge and compassion for humankind. Americans need to realize that student debt is a national crisis, and the best way to make a change is be involved and responsible for every cost during your education career. As a responsible student, know where your tuition money goes and question changes that are going on at school, students pay for the experience they should know what is
Attending college is not only a chance for students to further their education, but it also allows them to experience the lessons life has to offer. One of the hardest lessons to learn is how unfair life can be. Students who work diligently to achieve academic success in the classroom may quickly realize their academic efforts do not “pay off” as much as the student-athlete who possesses the ability to kick a football fifty yards. There is an evident failure in the educational system when the student-athlete’s performance and how they contribute to a winning season, is more valuable to the university, than the academic student who strives to graduate with honors. Students who focus their efforts on an academic based education are not rewarded with the same benefits, resources, and perks as their student-athlete counterparts.
Symonds, William C. “College Admissions: The Real Barrier Is Class.” Business Week 4 Apr, 2003: 66-67.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
...he United States. With funding for this policy, there came a desire to prevent student loan interest rates, for college students, from increasing further. This goal is in the favor of college students who are, working towards, or who are hoping to work towards, an affordable degree. However, feedback from teachers throughout the country suggest that the aims of the policy itself are not effectively resulting in higher test scores and are instead causing greater problems within schools. With all of this being addressed, one could determine that the total effectiveness of Obama’s Race to the Top reform is limited in its successfulness on improving the United States education system. Despite this, future policies should continue to be implemented in an active attempt towards making necessary adjustments to the problems centered around the United States education system.
When students arrive at university, professors expect them to understand the material to an exceptional standard. The problem is that grade inflation is occurring more regularly in secondary schools and universities across the country and when these students’ marks are sent to universities or colleges, the student may be given multiple scholarships for something that he/she should not have earned. Grade inflation is conceived between both students and teachers, meaning that the students are given higher grades when they have inadequate learning, reading, and verbal skills, while the teachers do not have to grade as many papers as they should in the real curriculum. There have been multiple examinations that have confirmed that grade inflation is very real and still occurs today. Students seem to think that they do not need to put forth much effort in school to do well and grade inflation encourages this thought.
Overall “student performance was lower in the early 1900s than it is today, quite possibly because schools felt much less pressure than they do today to achieve equity and excellence among students” (Rossi, 1994, p.4). While many of the challenges schools encountered during the early 20th century are the same challenges in present day schools, they were not addressed back then because they were not a priority. The focus on equity and excellence that has been developed since the turn of the century is worthy of praise (Rossi, 1994, p.4).
In “How Grading Reform Changed Our School,” author Jeffrey A. Erickson discusses about how it is common in high schools to pass each student by their accumulated average of the entire class period. He described many examples to display the way of grading in high schools such as in behaviors, lessons, and tasks. He talks about the changes that were made and were in effect to achieve a grading average that reflects the student 's’ abilities and knowledge .
First of all, I heartily believe in a situation where a student is sincerely willing and determined to excel in all aspects of their education, they deserve to have every opportunity that anybody interested in attending college has, no exceptions. In August, President Obama made a proposal to rate colleges based on qualifications. Qu...
I mentioned earlier that within my own school, we have a problem with segregation between students that take different classes. While not an official program, my school system does have a practice of tracking students together based on achievement levels. Starting in elementary school students tend to grouped based on their academic ability. Often times you will see students of color and students from low-income families in what are often called the “bottom” classes. The students many times are then stuck in the classes that do not have the same high expectations as the one or two classes of our “top” students. Those “top” classes are often times over represented by the white students as well as students from more affluent families. Going back to Orfield, et al (2010), one way to keep this from happening is by “detracking” students (p 25). Oftentimes students are labeled at a young age and sent on track that will carry on all the way through graduation. Minority students, ELL students and students from low income families generally do not test well at young ages and then are put on track of education that has lower expectations than their peers that are from affluent white families. According to Orfield, et al (2010), schools that use detracking strategies for their students often see increased
The current socio-economic climate of the United States and the world at large can best be characterized as one in which access to both opportunity and wealth are increasingly scarce to those living in poverty. While there are a number of contributing factors that create this mass inequality, the scope of this argument will focus on education. The American schooling system is lagging behind globally and the current programs in place are ineffective to the point of being detrimental. This paper asserts that specific changes to the public education system will produce positive outcomes not only in the global ranking but will be additionally beneficial in bridging the opportunity gap and countering the growing culture of classism. Specifically, the argument, backed by statistics and application of sociological principles, will support the notion that adding sociology as part of a compulsory curriculum is a viable means to reverse the increasing disparity between the rich and the poor.
The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools.
Modern-day high school students live in a society driven by quantitative values. Grading systems, test scores, and awards determine the success of our youth in today’s public education system. Millions of American scholars devote their lives to their studies, motivated