Many parents mistakenly believe their children are functioning at or above grade level for several reasons:
Grades Reflect More Than Just Academic Performance:
Class grades are not solely based on academic abilities. They often include factors like attendance, class participation, homework completion, behavior, quizzes, and tests. This means that a student can earn good grades even if they haven’t mastered the actual material.
Grade Improvement Opportunities:
Many teachers provide opportunities for students to improve their grades through late homework submissions, extra credit assignments, retaking quizzes or tests, and doing test corrections. This practice can inflate a student’s final grade, making it seem like they are performing better academically than they actually are.
Parents Trust the School System:
Parents often trust the education system and may assume that if their child is earning good grades, they are on track to succeed in college and the workforce. However, the grading system can be influenced by various factors, leading to inflated perceptions of a student’s performance.
Lack of Understanding of Educational Standards:
Some parents may not fully understand the educational standards and expectations at each grade level. They might not be aware of the gap between their child’s reported grades and actual proficiency in subjects like math and reading.
Grade Inflation:
Grade inflation is a phenomenon where grades are higher than they were in the past, and this can contribute to the misconception that students are performing at or above grade level when they may not be.
Standardized Test Concerns:
Standardized tests are not always seen as reliable measures of student potential. Some parents and educators may be skeptical of their validity and may rely more on class grades.
To address this issue, it is important for parents to have open and regular communication with their child’s teachers. Discussing a child’s academic progress and areas where improvement is needed can provide a more accurate picture of their performance. Additionally, parents can take an active role in their child’s education by providing supplementary resources and activities that help them develop critical thinking, problem-solving, and analytical skills beyond what is covered in the classroom. This approach can help ensure that a child is truly prepared for success in college and their future careers.
Many parents mistakenly believe their children are functioning at or above grade level for several reasons:
Grades Reflect More Than Just Academic Performance:
Class grades are not solely based on academic abilities. They often include factors like attendance, class participation, homework completion, behavior, quizzes, and tests. This means that a student can earn good grades even if they haven’t mastered the actual material.
Grade Improvement Opportunities:
Many teachers provide opportunities for students to improve their grades through late homework submissions, extra credit assignments, retaking quizzes or tests, and doing test corrections. This practice can inflate a student’s final grade, making it seem like they are performing better academically than they actually are.
Parents Trust the School System:
Parents often trust the education system and may assume that if their child is earning good grades, they are on track to succeed in college and the workforce. However, the grading system can be influenced by various factors, leading to inflated perceptions of a student’s performance.
Lack of Understanding of Educational Standards:
Some parents may not fully understand the educational standards and expectations at each grade level. They might not be aware of the gap between their child’s reported grades and actual proficiency in subjects like math and reading.
Grade Inflation:
Grade inflation is a phenomenon where grades are higher than they were in the past, and this can contribute to the misconception that students are performing at or above grade level when they may not be.
Standardized Test Concerns:
Standardized tests are not always seen as reliable measures of student potential. Some parents and educators may be skeptical of their validity and may rely more on class grades.
To address this issue, it is important for parents to have open and regular communication with their child’s teachers. Discussing a child’s academic progress and areas where improvement is needed can provide a more accurate picture of their performance. Additionally, parents can take an active role in their child’s education by providing supplementary resources and activities that help them develop critical thinking, problem-solving, and analytical skills beyond what is covered in the classroom. This approach can help ensure that a child is truly prepared for success in college and their future careers.
The University of California (UCs) plans to drop the SAT and the ACT, and create a new test for high school juniors and seniors. Over the years, UCs have complained about the validity of the SAT/ACT and the SAT II.
For 2021 and 2022, the UCs will not require the SAT or ACT. For students who do want to submit them, they don’t have to submit the writing test.
For 2023 and 2024, the UCs will be test blind for California applicants, which means that the SAT/ACT scores will NOT be used in admissions decisions. The SAT/ACT scores may be used for scholarship consideration and for the guaranteed admissions for the top 1/8 of California high schools. Out of state applicants could use their SAT/ACT scores.
For 2025, all California students will use the new UC test instead of the SAT or ACT. Out of state or international students will have the option to use the new UC test or the existing SAT/ACT. If for some reason the new UC test is not ready by 2025, students will not be required to submit either the SAT or the ACT – the UC will go fully test blind and eliminate standardized tests in their admissions decisions.
It’s not clear whether or not the California State Universities (CSUs) will follow suit. My bet is that they will follow the same standards as the UCs; their policies have usually aligned in the past.
The new test will be based on simulations and real performance to reveal more about the student’s reasoning potential, problem solving, and critical thinking skills. They’re hoping that this new test will assess these factors because these are important in determining college and career success. According to the UCs:
“While we acknowledge that this recommendation is multi-faceted, the university would be remiss not to offer students flexibility beyond one admissions cycle. During this period, UC will learn what it can about how its own policies can advance (or limit) student achievement, access, school choice behaviors and educational outcomes,” the plan said. “The university can also exercise its leadership in making available to students a properly designed and administered test that adds value to admissions decisions, enhances equity and access for more students, has a positive impact on student preparation, and does so in a manner that reduces the social and monetary burdens associated with the currently required ACT/SAT tests.”
I have never considered either the ACT or the SAT to be a good test to determine whether or not a student will be successful in college or career. The only reason I like the SAT and ACT is that all students, around the world, take the exact same test on the same day. Up until now, it’s the only factor that is fair amongst all of the college-bound students. GPAs vary by school and recommendations vary by teacher. Looking forward to seeing this new UC test. If it is a success, it may become the new SAT/ACT.