Those students would be better served joining their primary (K-3) classmates, and be assessed on what they know and can apply as opposed to what letter grade they receive.
It's a unique concept that has the backing of much research, says West Ridge Elementary School Principal Jeff Moser. Research shows that elementary students tend to focus all efforts on getting that "A" letter grade instead of on learning the concepts taught to them.
"Kids are actually learning less because they're so focused on a letter grade," said Moser. "The research is clear. Grades, especially at the elementary level, do inhibit learning for some kids."
Currently, elementary students in grades K-3 receive report cards without letter grades. The students earn such assessments as satisfactory, progressing, etc. Once they reach 4th grade, however, they are assigned letter grades in each subject.
It's a typical set-up in the Hawkeye 10 Conference and statewide.
However, Moser said when students become so focused on getting a good letter grade, they may fail to learn the material well enough to apply the knowledge they've learned.
"A grade, in theory, is supposed to be reflective of how the kid is learning, but there's no guarantee because you have an 'A", the kid learned the concept to the point they understand it...they can actually apply that knowledge," said Moser.
In addition, the stress of getting that top grade, and more specifically not getting the grade, can be detrimental.
"Kids who struggle with grades tend to be disruptive, tend to actually give up because they know they can't get the grade like everybody else," Moser said. The motivation to learn and do well in school may fly out the window, he said.
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Debunking the grading myth is difficult but is a worthy topic of conversation, officials say. The HCS Board of Education is awaiting more information and recommendations from administrative staff before taking any action on the concept at the elementary level.
There is no move to change grading assessments at the middle or high school levels at this time.
Expectations are that school administrators and teaching staff will further study the issue and make recommendations on how fourth and fifth graders would be assessed if not given a letter grade. Community input may be solicited.
"There are enough questions on how it's going to look that need to be decided as a whole group," said Moser.
Board member Tammy Schwartz said she could see where an actual letter grade is helpful to determining where a student may be struggling, or in identifying a learning disability. Getting rid of that letter grade would take some hard investigation, she said.
Board president Tony Hough said maybe it would be a combination of assessment tools, but that would have to be identified and determined before school board action is warranted.
Moser said the district would have to make sure students wouldn't slip through the cracks, with a proper grading plan and standards-based assessments.
"This is what we expect you to learn. We have to come up with a system of saying yes you did learn that at a certain level, or you did not," he said.
How teachers teach the subject material and assess student learning will be key, he added.
Superintendent of Schools Bob Broomfield said he doesn't want the community to get the wrong idea on where the discussion is leading.
"I could see this going a lot of ways," he said. "Parents say well, you know, this new theory of educators that no one can fail, and (the students') self-esteem (issues). That really isn't what we're talking about."
It's about improving how students learn and succeed in the classroom, school officials said.
"At this point what we want them concentrating on is, how much can I learn?," Moser said. "Not how good of a grade can I get."
More discussion on the topic is expected later in the school year.
