What is the “equal interval” grading scale and why is Morton using it? The equal interval grading scale is a system that uses a range from 0-5 to score students’ work. Each number is supposed to be aligned with a rubric that explains how a student can earn a particular grade. However, in many cases these rubrics have not been developed yet.
According to the Assistant Superintendent, Mr. Tim Truesdale, the old grading system was not fair to students because it had a large range for failing scores. In a traditional grading system, anything below a 60% is a failing grade. There is a 59 point range for an F and only a 10 point range for an A.
In contrast, the equal interval scale has roughly the
same range (about 1.0 point) for each letter grade. The problem is, when a “1” is the cutoff for a D, students can pass with a 20% (1 out of 5). Morton has lowered the bar significantly.
According to the Assistant Superintendent, Mr. Tim Truesdale, the old grading system was not fair to students because it had a large range for failing scores. In a traditional grading system, anything below a 60% is a failing grade. There is a 59 point range for an F and only a 10 point range for an A.
In contrast, the equal interval scale has roughly the
same range (about 1.0 point) for each letter grade. The problem is, when a “1” is the cutoff for a D, students can pass with a 20% (1 out of 5). Morton has lowered the bar significantly.
Where did this problem originate? Back in 2010, District 201 cut graduation requirements in order to balance the budget. Now, students are only offered 20 credits (5 classes x 4 years) and must pass all 20 in order to graduate on time. If a student fails even one class, he or she is no longer able to graduate on time without taking summer school or night courses. In just three years, the graduation rate has dropped by 13%. (Click here to see the trends in Morton's graduation rates) Now, only 69% of Morton students graduate in four years—which is even lower than CPS. In 2014, District 201 adopted a new grading policy that allows virtually every student to pass.
What are the problems with the new grading system? In short, students who have not learned the class material can still pass easily. Students who miss dozens of assignments and fail the majority of tests can still earn a passing grade. As a result, the failure rate has dropped significantly across the district in just one semester. Virtually every student passes, regardless of mastery. (Click here to see the data on failure rates) This is not the result of improved instruction or re-taking tests. This is directly linked to the adoption of the new grading scale that allows students to pass with a 20% (1 out of 5) average.
In addition, the new grading system relies on weights and “buckets” in order to calculate the final grade. Most grades have several weights attached to them, which makes it very difficult for students, parents, and even teachers to understand how the grade is calculated.
In many cases, students could pass their classes by completing only two assignments all semester. (Click here to see how that's possible) In other situations, students with a high "B" could skip the final exam and still get a "B" for the semester.
Finally, the new weighting system actually hurts the Honors and AP students. In order to get an A, students must earn A’s on virtually every exam, including the final. In the Fall of 2013, the percentage of “A” grades dropped significantly in the Honors and AP classes.
Why is it bad if more students pass? If students were passing the class because they learned more, then fewer failures would be a good thing. However, students who did not learn what they should are still earning passing grades. After they pass, there is no incentive to learn the material. Students will not be adequately prepared for college or careers.
My child is an “A” student. Why should I care about other students’ grades? Your child will graduate with a diploma from Morton HS. Everyone wants that diploma to be prestigious and meaningful. If the community, employers, and colleges perceive that Morton’s education is less rigorous than other schools then even straight-A students will be negatively impacted.
Is the board and administration aware of the problem? Yes. Students and parents have had multiple meetings with administrators and board members. They have given presentations at recent board meetings expressing their concerns. The administration has acknowledged there are problems and they have made suggestions for ways to improve the grading system. However, none of their recommendations will prevent students who haven’t learned the material from earning a passing grade. It is also unlikely that this problem will be fixed in time for the 2014-2015 school year. They have stated that the new grading system is here to stay.