Good morning, boys and girls! Today we will discuss the numerical grading system that's taking hold across my region of Pennsylvania and, I hear, is poised to sweep the nation in the years to come. The system, described at length in an article in today's edition of my local paper, replaces traditional A-F letter grades with numerical grades from 1 to 4. The grades also have associated verbal descriptions, as follows:
4 = advanced
3 = proficient
2 = basic
1 = below basic
This represents a gravitation towards so-called "
standards-based learning,"
* wherein students are no longer measured against each other, or even by the progress they've made since the beginning of the semester; rather, they are plainly and coldly measured against the testing standards established for, and expected from, that grade. (NOTE: For a good, albeit a two-year-old, snapshot of state-by-state educational performance and spending,
click here.)

I'll give you an example that's purely my own hypothetical but, I think, is a fair one. If the standards expect Johnny to be able to read a certain section of text in 10 minutes and then answer at least 5 questions correctly, it won't matter if, at the beginning of the semester, he couldn't answer any questions correctly and by the end of the semester he answered 2 or 3 correctly. He's still sub-standard and would receive a 1 for his final reading grade. Under the old system, of course, Johnny might well have received a C "for making progress," especially if Johnny was a likable hard worker, and even more especially if Johnny's classmates were all having a tough time with reading, too. Since all subjective factors are, theoretically, being taken out of the equation, students no longer will receive good marks just for being the best of a bad bunch. (Presumably in that case, you'd end up with an entire classroom full of students receiving 1s and 2s.) At the other end of the spectrum, "It won't be as easy to get a 4 as it is to get an A," confirms one local professor who's an expert on state education standards. Students will merit 4s only when they show total mastery of the material that's expected from students at that grade level. In other words, no more teacher's pets, unless the teacher's pet also happens to be a very, very good student.
As one of the educational sources quoted in the piece puts it, summing up, "This way we know that a second-grader in one classroom and a second-grader across the hallway are being taught the same curriculum and judged on the same criteria."
**But...will we really know that? Why would a shift to a numerical grading system automatically mean that the folks in the trenches—that is, the teachers faced with a sea of sweet little blank faces—will stick to their guns and keep plodding ahead with what the kids are required to learn, instead of backing away from that commitment and just "curving" the new numbered system as well? Clearly this new grading system will depend, first and foremost, on a wholesale cultural change
on the teachers' part. The student, after all, just shows up for class—or doesn't; we'll get to that in a moment—and, we can only hope and pray, tries to learn whatever is taught. But it's the teacher who will have to hold steady amid a fair amount of confusion, failure, desperation and—one must assume—parental harassment. (One even suspects that the new grading system was necessary, more than anything else, to provide
teachers with a "fresh start": to help them break free of their old grading habits.)
My own feelings? If this is really going to result in greater adherence to educational standards, I'm all for it. If you read
SHAM, you already know my thoughts on what the more "enlightened," student-oriented approaches to learning have done to academic performance in this country; I devote the entirety of Chapter 10 to the perils and pitfalls of self-esteem-based education. On its face, standards-based instruction appears to be a more serious-minded reaction to the ills of the past 25 years. Except, there are aspects of the new system that trouble me as well.
For example, there's a line in today's story about how a grade "will be a reflection only of students' mastery of a subject and will not be
skewed by homework, behavior or attendance" [emphasis added]. Hmmm. I realize that the article is not comprehensive and may leave certain aspects of the new system uncovered. Still, the mentality quoted above says implicitly to me that students are in school to learn
facts only—that the school plays no formative role in teaching kids about such things as responsibility, honesty, honor, and the like. Does it then become "OK" if a kid rarely shows up, so long as he or she aces the tests? Granted, I taught college, but I always considered classroom give-and-take a strong barometer of overall mastery of a topic. If the student is seldom there, or seldom produces homework, or even is mildly disruptive...I'm curious about how that will be handled. Do we truly want to say that these factors should have
no impact on grading?
Secondly, I'm a bit concerned by the connotations of the descriptive labels attached to the numbers, which
still appear euphemistic and heavily influenced by self-esteem-based protocols. "Below basic" is as bad as it gets. The entire concept of "failing" has simply been removed from the system. (There is, technically, one category beneath that, an "X," which stands for "not evaluated at this time." I wonder if teachers of kids who are having really awful semesters would be tempted to give them Xs instead of 1s....) Look, I'm a compassionate guy as well as a man who absolutely loves kids; so I'm not crazy about the idea of entire classes of underperforming students falling by the wayside, as would seem inevitable here. But are we going to have standards...or not? And are we going to enforce them...or not?
* You know, I hate to provide a Wikipedia link in explanation of a topic like this...but honestly, people, the materials put out by the educational establishment itself are so impossibly dense and convoluted that you begin to wonder whether educators may be the last people who should ever be permitted to attempt to sell this kind of reform. As a very brief and minor example, I give you, herewith, one Harry G. Tuttle's explanation of the format he uses for briefing parents on their kids' progress. Now imagine a teacher trying to communicate something like that to the growing hordes of parents for whom English is a second language!
** It is also thought that the new grading standards more naturally lend themselves to expression in traditional GPA terms—although a 3.2 in standard-based grading is NOT directly translatable to a 3.2 in today's GPA format. (Thereby adding to the overall confusion for which the educational establishment is revered.)