02314cam a2200349 i 4500 399 399 20480898 20251027205648.0 180503s2019 cau b 001 0 eng 2018021314 9781506391571 (pbk. : alk. paper) DLC eng DLC rda DLC pcc n-us--- LB3051 .F44 2019 Grad 371.26013 F312 2019 Feldman, Joe, author. Grading for equity : what it is, why it matters, and how it can transform schools and classrooms / Joe Feldman. Thousand Oaks, California : Corwin, a SAGE Publishing Company, c2019. xxviii, 266 pages : illustrations (some color) text txt rdacontent unmediated n rdamedia volume nc rdacarrier Includes bibliographical references and index. "For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teachers' incorporate subjective and non-academic criteria into their grades (through criteria such as student attitude, "participation", and "effort"), and how approach to grading contributes to these same students' disproportionately high course failure rates and disproportionately low placement in advanced academic tracks"-- Provided by publisher. Grading and marking (Students) United States. Discrimination in education United States. Minority students Rating of United States. Educational equalization United States. 7 cbc orignew 1 ecip 20 y-gencatlg ddc BK 0 0 ddc 0 0 NFIC GL GL GRAD 2023-07-14 Purchase (Linar) 4002.00 10244 0 Grad 371.26013 F312 2019 10244 2023-07-14 2023-07-14 BK