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David Albertsensays
Since most students can pass the GED in a matter of weeks of studying, one might conclude that four years of high school are unnecessary. However, high school grads outperform GED recipients on every social measure of success. This shows that high school has a hidden benefit due to an unwritten curriculum which is far more important than the core curriculum. The skills required to show up day after day, follow directions and rules, negotiate with teachers and peers, complete tasks of varying personal interest, etc., are the real lessons of high school, and often form a significant fraction of a class grade. Given the future importance of those skills, this is entirely appropriate. Attempting to tie grades only to the official curriculum risks reducing accountability for those skills that ultimately determine future success.
Sup's Staffsays
David Albertsen » You are correct and those types of issues should be reflected in the citizenship grade.
Sup's Staffsays
David Albertsen » Good point! Now, if you (as an employer, college admissions, parent, etc.) see a “C” on a transcript for calculus, what do you think? Does it make a difference if the kid got 100% on every math test? Were you ever a little less than responsible in high school – perhaps handing in an assignment late – yet still absolutely mastered the subject? Would/should the irresponsibility be better reflected on your academic grade or your citizenship grade?
Perhaps we need to revamp a number of things…
David Albertsensays
The citizenship grade is already frequently lowered due to the strict attendance policy on citizenship grading. One unexcused absence results in a 1 (poor), and 2 absences result in a 0 (failing). In practice it is very difficult to use the current model of citizenship grades to be descriptive of a student’s ability to work in groups, ask for help, deal with frustration, persevere with difficult problems, follow multi-step directions, and all the other “soft skills” that students learn in this unwritten curriculum. Perhaps a more detailed citizenship grade could be effective where attendance and other skills are clearly differentiated, and scored separately. Ideally, I think we should recognize the value of these soft skills as at least equal to the core content. Certainly, they are more important to that student’s future.
David Albertsen says
Since most students can pass the GED in a matter of weeks of studying, one might conclude that four years of high school are unnecessary. However, high school grads outperform GED recipients on every social measure of success. This shows that high school has a hidden benefit due to an unwritten curriculum which is far more important than the core curriculum. The skills required to show up day after day, follow directions and rules, negotiate with teachers and peers, complete tasks of varying personal interest, etc., are the real lessons of high school, and often form a significant fraction of a class grade. Given the future importance of those skills, this is entirely appropriate. Attempting to tie grades only to the official curriculum risks reducing accountability for those skills that ultimately determine future success.
Sup's Staff says
David Albertsen » You are correct and those types of issues should be reflected in the citizenship grade.
Sup's Staff says
David Albertsen » Good point! Now, if you (as an employer, college admissions, parent, etc.) see a “C” on a transcript for calculus, what do you think? Does it make a difference if the kid got 100% on every math test? Were you ever a little less than responsible in high school – perhaps handing in an assignment late – yet still absolutely mastered the subject? Would/should the irresponsibility be better reflected on your academic grade or your citizenship grade?
Perhaps we need to revamp a number of things…
David Albertsen says
The citizenship grade is already frequently lowered due to the strict attendance policy on citizenship grading. One unexcused absence results in a 1 (poor), and 2 absences result in a 0 (failing). In practice it is very difficult to use the current model of citizenship grades to be descriptive of a student’s ability to work in groups, ask for help, deal with frustration, persevere with difficult problems, follow multi-step directions, and all the other “soft skills” that students learn in this unwritten curriculum. Perhaps a more detailed citizenship grade could be effective where attendance and other skills are clearly differentiated, and scored separately. Ideally, I think we should recognize the value of these soft skills as at least equal to the core content. Certainly, they are more important to that student’s future.