<p>See post number 7 in this thread for the full explanation.</p>
<p>Grades in the US are definetly very inflated. You see all these kids with 4.0 averages all the time. Coming from Canada, this is an interesting topic. I am in grade 11 and there are probably about 6-10 kids in my grade of ~650 who have an average of 95% or more. The average grade is actually about 80%. For my school's honor society, you have to have an average of 80% or above, with no mark under 70% and one of an IB course, a second language or a second science. Easy, right? There are only 200 to 250 kids out of a school of 2000 in the honor society. Not to mention that we only ever have 1 valedictorian - they have to have very good grades (not necessarily top) AND have to be interviewed by the administration AND have to be involved with the school.
I think this is a good way to do it. In the US, a 4.0 means nothing anymore. You need amazing test scores and EC's to go with it. Here, a 95+ average dictates that you will probably have amazing test scores (considering diploma exams are worth 50% of your course mark) and EC's anyways, because these kids are 98% of the time the most dedicated students out there.
What ever happened? Grade inflation is wrong! Stop the madness.</p>
<p>This discussion has made me get more information about how grades are determined at my children's high school. I'm wondering how it compares to other high schools. Each teacher assigns a total number of points needed for each grade - let's use 100 points to get an A, 80 points to get a B, 60 points to get a C, 40 points for a D and below 40 an F as an example.</p>
<p>Each test and assignment is given a certain number of total points that are applied towards the semester grade total. Usually, unit tests are given more points than quizzes, longer papers and projects requiring more work more points than run of the mill daily homework assignments. Teachers are not allowed to assign more than 10% of total points to "class participation."</p>
<p>There is very little wiggle room in this system - you either achieve the total number of points required for the grade or you don't. Class participation is the only subjective part of the system. Papers and projects have the point system very clearly spelled out beforehand so that students can see what they need to include or do to achieve the maximum number of points. (For instance, having the proper page length might give you 5 points, a complete and annotated bibliography 5 points, a solid thesis statement and conclusion a few other points, each grammar or spelling mistake subtracts a certain number of points.)</p>
<p>This seems like a fair way of doing things to me - you either get the points or you don't. Unfortunately, it translates into very little grade inflation at my children's school - in most classes only 1 or 2 students typically get an A. </p>
<p>How does this compare to other schools?</p>
<p>Carolyn,
My D's school uses a point system as well when computing grades, with appropriate weighting for various tests, as well, & components, as you mentioned, for projects, papers, I believe -- although perhaps not as detailed as your example.</p>
<p>I do agree that this system reduces subjectivity & reduces default "A's" due to performance curves. In a recent science final in an AP class, all the students were a bit freaked out about the difficulty of the test & the prospects for a poor grade, & these are the top performers in the school.</p>
<p>Cowgirlatheart, with this system it is indeed truly possible to have a student body earning most or all of their grades. Two local exceptional public schools in my area come to mind; they are unusually high-performing for any public or private school. The students, almost uniformly, are from extraordinarily well-educated households. The school, the district, the families have enormous resources. At both these schools the average GPA is like 3.7. This is also one reason why schools like this often do not rank.</p>
<p>You may be correct about some U.S. schools, but that judgment would depend on how thoroughly you know the raw material & output of particular student bodies at those schools.</p>
<p>Bright, motivated, achieving students also inspire & stimulate each other, which tends to maximize the performance of the group. That is definitely true at the 2 schools I mentioned.</p>
<p>But accurate or not, a high average GPA is a 2-edged sword when it comes to college applications from that school (esp. with a large student body!), as many CC students already know, probably including yourself!</p>