Byelection Survey Question 8
What are your thoughts on communicating progress clearly with letter grades and percentages, as opposed to “descriptive grading”, at all grade levels?
Wards 4 & 7
Joe Degagne:
Seems clearer to just give a descriptor. Parents make the transfer anyway. More difficult to offer suggestions for improvement.
Dan Penna:
As an educator for 25 years, I believe that letter grades are inappropriate at elementary grade levels. Learning is developmental and does not happen on a schedule. Percentage grades are appropriate at higher grade levels for Math and Science, whereas letter grades tied to descriptive language are more appropriate for other subjects.
Maria-Teresa Vecchio-Romano:
Candidate did not complete our survey.
Wards 11 & 12
Steve Chapman:
I think the operative words here are "communicating progress clearly". is the grade being received reflective of the students knowledge of class content? If my son is getting a C in Math which means Satisfactory Achievement or 65% I am still not really informed. What does Satisfactory mean? I am not really satisfied with a C.. Is this an average compared to his peers or does it mean an average of 65% of his exam scores by weighting. These are the questions I asked all the teachers for all 4 of my kids during review followed by "what does he/she need to do to improve?" I was not always satisfied with the answers. I think that overall we need to raise our expectations. Is our grading system really reflective of competency? If children are getting Ds and Less than Satisfactory Achievement how much of that responsibility falls back on the school and the instruction being provided. The Catholic School Mission is that "Children centered in Christ realize their FULL potential." I fail to see how graduating kids at the barely pass level equates to "FULL" potential.
Kimberly Cichon:
While grading is typically an operational issue outside a trustee’s direct influence, I, as a parent and previous diverse learning teacher, value descriptive feedback over traditional letter grades. It provides a clearer picture of a child’s effort and achievements, areas that are often overlooked by numerical or letter-based assessments. However, the schools must also ensure they are accountable to academic standards and need to have concrete tools to identify challenges.
Laura Dennison:
Currently, CCSD uses percentages for high school and junior high and a letter grading system for elementary students (e.g., EX = Excellent, AB = Above Average, AC = Acceptable, NY = Not Yet), often accompanied by teacher explanations.
As both a parent and a candidate for trustee, I recognize the importance of clear and comprehensive communication about student progress. The richer and more meaningful the information shared with parents, the better the outcomes for students. I support using a variety of methods—percentages, letter grades, and descriptive feedback—as each provides unique insights into a student’s performance.
However, the cornerstone of effective progress reporting is collaborative and respectful dialogue between teachers and parents. Open communication ensures that parents fully understand their child’s progress and can work together with educators to support their success. A balanced approach combining numerical data, descriptive feedback, and meaningful conversations is essential for fostering student achievement.
Chantelle Dur:
Clear and consistent reporting ensures accountability and helps parents and students effectively track progress and identify areas for improvement.