Standards Based Grading

Article by Mike Ross

Ask any teacher, administrator, or parent about standards-based grading and you will likely get as many different responses as the number of people you ask. For some reason, standards based grading has a negative connotation. This could result from misguided attempts to implement this in a building or simply because some think standards-based grading can’t fit in a classroom already “crowded” with class discussions, cooperative learning, project based learning, or whatever the school’s new initiative is. Fortunately, this is not true. Standards based grading has a place in any classroom and can actually make the life of an educator much less stressful.
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Sharing Data with Families

Article by Katie Currens

As the school year ends many teachers are actively preparing portfolios or summaries of individual growth for students to take home. This is a wonderful way to make sure the parents and guardians get their hands on the data you’ve been collecting throughout the year. However, the reality is that many of those acronyms and numbers mean nothing to families. It’s important that we work to ease frustration by providing a clearer understanding of student progress.
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I’ve Collected Data. Now What?

Article by Katie Currens
By the end of the year it is not uncommon to see files no longer in drawers, but resting on desks and cabinets throughout a classroom. It’s not because educators have become lazy. Rather, they’ve collected so much data and evidence of student growth that they can no longer fit all the files in their respective places. As the school year ends there is often a debate of “what’s next?” What should one do with all this data now that the student has completed this year?
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Ohio’s Growing Achievement Gap between Rich and Poor Districts

The Ohio Education Policy Institute recently reviewed state report card data, and found that “there is a more than 23-point gap between the average four-year graduation rate in districts with fewer than 10 percent economically disadvantaged students and districts with greater than 90 percent economically disadvantaged students.” For some, this may not come as a surprise, but in the least this is an opportunity to engage public discourse around how we address poverty in our schools – not just in Ohio, but everywhere.
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