<p>ideally, a student who got a 5 would have an A in the class
a 4 a B
a 3 a C
a 2 a D
a 1 an F</p>
<p>I got a 4 on my Human Geography exam and a B in the Final Grade.</p>
<p>I'd say 4 <=> B, just as 5 <=> A, and 3 <=> C.</p>
<p>Yeah, I was just pointing out that students who were acing the class ended up failing the exam in my school.
College Board says 4s are equivalent to A- to a B-, so yes, ideally, you can say it's a B, but it can also be considered an A-.</p>
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<p>Interestingly enough, my honors chemistry/honors physics teacher has a degree in economics.</p>
<p>@khoitrinh
You think being the only one in a class to get a 5 is bad, between the two AP Human Geography teachers, (about a total number of students of about 250) only SIX students total got a THREE on the exam at my school. Plus, my teacher was huge on grade deflation so about only four people got an A per class, and yet not a single person with an A (in my class) got a 3 on the exam (I was one of the ones with an A). Also, it kind of wasn't fair to my class, because the other AP teacher gave A's to pretty much everyone in his class.</p>
<p>I sympathize with khoitrinh. Speaking from an instructor's position, I hope that isn't rampant. I know that the idea behind having teachers submit a syllabus to CB, should help correct some of that. Of course submission of a nice syllabus doesn't ensure that teachers grades are similar, but I check myself with the sample essays we have access to.</p>
<p>My "A" students generally make 4 or 5 on the test, and my "B" students make 3s. We don't have "Ds", so my "Cs" are usually 2s. There is some crossover, some disappointing and some exciting, but we try to maintain a positive correlation between grades and scores. I haven't ever had a student come to me and ask for a bump because of performance on the test, but I doubt our AP coordinator would be pleased to hear of grade changing.</p>