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Weighted Grade Systems
Kerri Largo
Basic Research Question
Is there value to a weighted grade system?
Do these systems truly benefit students?Does a numeric distinction in coursework truly reflect curriculum?Do students plan coursework properly when systems such as these are in place?What implications can this system have on future student achievement
RationaleIn an effort to develop the most attractive college applications, students strive to improve their grade point average and class rank.
When student choose their high school courses, do they truly select the classes that will most benefit them and their future? Or does the system inspire a numbers game?
While plenty of research exists on GPA and class rank, the underlying weighted grade system has not been examined.
Students avoid
weighted classes in an effort to boost
their un-weighted GPA
and class rank, avoiding
challenging classes that may provide
college preparatory
opportunities.
Students predominant
ly take weighted classes to boost their
weighted GPA and class
rank, often neglecting
classes that may be career
or interest focused.
Two Perspectives
Research Literature
According to Lang 2007, “the majority of high schools (in the sample) place additional weight on advanced placement and, at times, honors courses. However, this is typically done using methods that have flaws including inequitable premiums, rewarding students for doing less, and confusing and conflicting information.”
More Research Findings While 92% of high schools report class
rank, schools utilize a variety of methods in calculating class rank. And, when it comes to admissions, colleges are not consistent (NACAC 2007).
Studies have been done on SAT and GPA correlation on grade success in college (Bridgeman 2008)
More Research Findings There is no conclusive evidence,
according to one study, that correlates GPA to job success. (Roth1996)
69% of reported schools will offer AP courses to any student irrespective of “prior achievement.” (Iatarola, 2011)
Methods of Investigation PHASE 1 – SYSTEM INVESTIGATION
Obtain data from schools and districts• How weighted grades are determined• How GPA and rank are calculated with
weighted grades• Curriculum for weighted and non-weighted
classes
Methods of Investigation PHASE 1 – SYSTEM INVESTIGATION
This will first be used to determine the scope of further research. After obtaining this information, the investigation may take on another focus!
Questions to answer:• What systems are in place?• What procedures are in practice?• What curriculum differences exist between
the two classifications of classes?
Methods of Investigation PHASE 2 – STUDENT DATA
Obtain student data from schools and districts• Weighted GPA and class rank• Non-weighted GPA and class rank• Any other related data that I can obtain (race, transcripts,
standardized test scores, ACT scores, college attendance)
This information would be utilized to recognize any numerical or systematic patterns.
Questions:• Are the ranks parallel?• Are there any influences related to the ranks?• Any differences or noticeable observations?• What differences exist between schools?
Methods of Investigation PHASE 3 –
COLLEGE DATAObtain data from college admissions• Latest admissions
practices in place• The components
and value do class rank, GPA, and weighted classes play in admissions calculations
Methods of Investigation PHASE 3 – COLLEGE DATA
This information would be utilized to provide a greater understanding as to the need for weighted grade systems and implications on students.
Questions:• How important is class rank
(weighted/non-weighted) in current admissions?
• How do colleges view weighted classes?
Methods of Investigation PHASE 4 – STUDENT TRACKING AND
SURVEYTrack student data• High school and college (transcripts, GPA/rank)Survey students (Qualitative)• Motivation for classes taken• Goals students had/have set• Viewpoint on grades and weighted grade
classes• Social implications perceived by taking
weighed/nonweighted classes
Methods of Investigation PHASE 4 – STUDENT TRACKING AND SURVEY
Students divided into three categories: Predominantly weighted classes taken Predominantly non-weighted classes taken Variety of
classes taken
Questions:• What successes and failures are observed?• How are students choosing their high school
coursework?• Do college students feel they took the most
appropriate classes for their success?• Do students capitalize on a weighted grade system?• Are there any social or emotional implications with
taking, or not taking, weighted classes?
New Questions What implications could this research have on school
districts and colleges?
Will the findings cause educators to re-think this system, as they have with grading practices and class rank?
Are there systems that do work and others that do not?
What challenges or obstacles will be faced when attempting this study?
Is this too large of a system with far too many variables to draw a reasonable conclusion?
Next Steps Approval to proceed with this research
Establish relationships to begin research and obtain necessary data
Continue to research literature that may assist in addressing the core question
Using preliminary data to further structure and define my analysis
When investigating the system as a whole, what other perspectives or areas of opportunity might you suggest?
With the variety of roles and perspectives within this class (within education and parental), what are your thoughts on a weighted grade system?
What questions arose as you examined my research and process?
THANK YOU FOR YOUR TIME AND INPUT!
Invitation to Class Members