Getting Rid of the D (and the A,B,Cs)

In a recent article in The Atlantic, the author argues that schools should consider getting rid of the D.

“Unfortunately, when students know that Ds will earn a diploma as readily as As will, some game the system. If pride, intellectual curiosity, social pressure, and vigilant parents do not compel them to do otherwise, some students only work to avoid getting Fs. “

The basic facts surrounding this argument are true.

Some students will do the minimum to pass. Some teachers will pass students who do the bare minimum because they know they are not permitted to fail them. And some school boards will crack down on schools that have higher fail rates because they know this will affect their funding in future years.

All of that is true.

But, in my never to be humble opinion, getting rid of Ds will only result in Cs becoming the new Ds. The students who originally worked for Ds will very quickly figure out what they need to do to get the bare minimum and adjust their work accordingly.

Remember, the argument is that these kids are choosing to do the minimum, so getting rid of Ds doesn’t get to the root of the problem: disengaged students who have no personal stake in their own learning. If a student is only working so they don’t fail and does not intrinsically, deep in their own heart and soul, want to learn, then we have already failed as educators.

On the opposite side of the coin, expecting all students to be good at all things and then punishing them when they aren’t, doesn’t do anyone any good.

So what’s the answer?

What if…just a thought…we got rid of traditional “grade levels” all together?

What if, instead, we implemented multi-age classrooms where students went to class with other students of like-abilities and interests? If you are a strong math student, you are in a math class that moves at your pace. If at the same time, you struggle with writing, work at your own pace in a different class with others at your same level. If teachers are not required to differentiate their instruction for multiple ability levels within one room, there will be more time for specific, focused support and instruction and students will progress at a faster rate. Add in more industrial arts, classical arts, and physical education, so students can explore areas outside of the regular 3R’s. Teach the whole child. Help our young people understand that we are all good at some things and we all struggle with others. No shame, no guilt.

When a student graduates (some may be ready at 16, others might need to stay until they’re 20), they come out with an honest “report card” that details their strengths and challenges. By this point, they will already know what they’re good at and what they might want to pursue as a future career. Colleges and employers could read the final report and have a clear picture of the student’s abilities.

I realize this idea would require the powers-that-be to think outside the box (and the next election), so I know that it will most likely be implemented when we are all given our own unicorn to ride to school; however, doing the same thing over and over hasn’t worked yet. And getting rid of the letter D, isn’t going to change that.