Proportional Grading System is Concerning

Dear Editors,

I am gravely concerned about the possibility of a change to School Board policy that will mandate the use of a so-called proportional grading system at Castro Valley High School.

This is my 30th year teaching social studies at CVHS. I believe schools should not only teach subject matter but should also teach students skills that will be vital in life after high school, such as critical thinking, meeting deadlines, and general responsibility.

The imposition of the different grading systems (either a 0-4 scale, or a 50%-minimum on unattempted tasks) is well-intentioned but misguided. Will student grades increase? Yes. Will their learning increase? Highly doubtful. Instead, it will likely decrease motivation and the attainment of the skills that I listed above. In particular, this is likely to negatively affect our most vulnerable students who may have more obstacles in their way for success in post-secondary aspirations.

Additionally, I disagree with the basic philosophy of these systems. There is a large band at the bottom of the scale intentionally and with good reason. When students pass a class, those students get full credit for the course. And yet, with either of the alternate scales, students will get full credit for learning only 20% of the material and skills. That’s not reasonable, not educationally sound, and does not prepare them for life after high school.

I am deeply concerned about my ability to do my job ethically under either of these grading systems. Neither is in the best interests of the students in my classes. Instead, targeted intervention should be used by the school district, not an overhaul of a system that makes sense.

–Carmelina Frasca, Castro Valley