BETTER THAN ZERO FCPS’ relaxed grading policy is helpful to students during this unique year, but mostly unsustainable
A
s this school year draws to a close, we reflect on several grading policies implemented as a result of the COVID-19 pandemic in order to relieve stress. The following are the newly implemented policies: no Mark (NM) replaces all F’s in the gradebook, final exams can only help a student’s grade, students may take two courses pass/fail, and a no-zero grading policy where at least a 50% must be given for incomplete assignments. While the policies were effective in lessening the pressure felt by students, they also brought on feelings of unpreparedness for future years. Therefore, only some of these policies should be continued into the next school year.
new policies have been helpful. While the adopted policy, specifically the minimum grade of a 50% on all assessments provides an equitable standard for students across Fairfax County Public Schools (FCPS), it can fail to be indicative of a student’s ability. If a student’s knowledge and ability simply doesn’t warrant their final grade due to the ‘bumps’ provided by the no-zero policy, they may fail to seek or receive the guidance they need to succeed the following year. However, the possibilities for equity in these grading policies is overwhelming. Though the issue of equity may not be as noticeable at Jefferson, across FCPS, transferring to a virtual environment EQUITY has deepened the equity divide as it is Though each class is different, grades gated by technology. Though these new are typically thought of as a measure of student success. Grades, however, are policies do not eradicate the divide, they not entirely representative of how well a do help lessen the divide. Unfortunately, student does in class because grades can with this change, teachers would have to put in more work with being attenbe affected by other factors including tive and perceptive of the abilities of family and financial situations. Essentially, grades are not always proportional students. Non-graded initial exams in the to the amount of effort put into classes. beginning of the school year may help For these reasons, especially deepened by teachers with gauging student abilities. added hardships of the pandemic, these
FINAL EXAM POLICY Additionally, the majority of students at Jefferson end up taking an Advanced Placement (AP) class, usually maintained with college-level coursework and rigor. These classes are often looked upon as a source of preparation for college courses, in which traditionally, the final exam ends up being the grade you receive in the course. With this year’s policy regarding final exams, it’s possible that students feel they’ve been cheated out of this opportunity to be exposed to the college-level material, as well as the class not being worth as much as they previously believed.
THE FUTURE The 50% minimum policy is one of the policies that may benefit students, even in a normal school year. By alleviating some extent of stress, students can better focus on learning the content material rather than focusing on grades, since a zero would be far more detrimental to a student than a 50% in the gradebook. However, other grading policies, like the final exam policy, might be better off abandoned in order to maintain a challenging and fair environment.
