02351cam a2200385 i 4500 20480898 OSt 20260223184504.0 180503s2019 cau b 001 0 eng 2018021314 9781506391571 pbk. : alk. paper 20480898 DLC eng DLC rda DLC pcc n-us--- LB3051 .F44 2019 371.26 23 Feldman, Joe, author. Grading for equity : what it is, why it matters, and how it can transform schools and classrooms / Joe Feldman. First edition. Thousand Oaks, California : Corwin, a SAGE publishing company, [2019] xxviii, 266 pages ; 26 cm 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 4087 4087 0 0 ddc 0 0 0300 - SOC CML CML SOC 2026-02-23 0 371.26 978-1-5063-9157-1 2026-02-23 1 2026-02-23 BK