Summary of Joe Feldman's Grading for Equity

Please note: This is a companion version & not the original book. Book Preview:

#1 Mallory, the principal of a new charter school in California, noticed that the students were not achieving the same success in their classes, regardless of which teacher they had. She realized that the teachers were not aligned with what and how they were teaching, and that by all accounts, the performance of students should be comparable across teachers of the same course.

#2 Mallory was a teacher in a school that had three different math teachers. She found that the students in the classes with the lowest and highest rates of D and F grades received similar standardized test scores, and that the classes with the lowest and highest rates of absences were also the ones with the lowest and highest rates of D and F grades.

#3 Some teachers had only three categories of assignments: Tests, Classwork, and Homework. Others had more subjective categories, such as Citizenship, Participation, and Effort. The school had spent months planning and coordinating to ensure that teachers were using sequenced curriculum, but their different approaches to grading was undermining all of it.

#4 When Mallory began to discuss grades with her teachers, she was shocked to learn that they varied by teacher in every school. She wondered if this was an unavoidable part of schools, like the annoying bells between classes, the complaints about cafeteria food, and the awkward physical education outfits.

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