Numerical Grading Systems Are Unfair Essay

Numerical Grading Systems Are Unfair Essay

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Numerical Grading Systems are Unfair
Jillian Szczesny
TSEM 102.102
Prof. McNary














Abstract
Students attending school in the middle class and wealthier communities have numerous advantages over children from less privileged neighborhoods. Those with financial resources can afford the expense of academic tutors and preparation courses for standardized tests. Their families support and broaden their children’s education with cultural and educational experiences not sponsored by school. Whereas, many students in urban school districts do not have the funds nor the parental involvement to excel in their education in and out of the classroom. A numerical grading system is unfair to disadvantaged students because, although they are capable of learning, educators have little help from parents or ambition from the students to excel. Although, the traditional numerical grading system is not an indicator of any student’s growth, it is more unfair for children in high-poverty districts.











Numerical Grading Systems are Unfair
Starting at an early age, particularly elementary school, students are challenged to compete for the highest possible grades. Do children from wealthier economic environments have an advantage for a better education? Students with financial means have the option to benefit from resources such as tutors, advisors, and teaching centers to reinforce and broaden their educational knowledge and skills. These children are exposed to cultural events and educational experiences outside of school. Students who are less fortunate usually do not have equal opportunities beyond the school day or take advantage of available programs. Parents with little education themselves or langua...


... middle of paper ...


...www.apa.org/pi/ses/resources/indicator/2013/05/urban-schools.aspx
Kohn, A. (1999, March). From degrading to de-grading. The High School Magazine.
Kohn, A. (2011). The Case Against GRADES. Educational Leadership, 69(3), 28-33.
Mohnsen, B. (1998). Assessing and Grading Middle School Students. Teaching Elementary Physical Education, 9(6), 13.
Ravitch, D., & Rossiter, C. (2013, December 21). Why a D.C. Charter School Teacher
Resigned. Retrieved April 23, 2015, from http://dianeravitch.net/2013/12/21/why-a-d-c- charter-school-teacher-resigned/
Stitt, J. L., & Pula, J. J. (2014). Voting for Subjectivity: Adding Some Gray Areas to Black-
and-White, Objective Grading Practices. Delta Kappa Gamma Bulletin, 80(3), 24-27.
Walvoord, B. E. F., & Anderson, V. J. (1998). Effective grading: A tool for learning
and assessment.

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