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Robotics Team Robotics placed in top 10 at last month’s competition. Team members reflect on the benefits of their involvement in this group. See FEATURE page
Volume 47 Edition 20
Weighted grades causing controversy across country
Students, faculty join debate
Students and teachers will continue to struggle with the battle of grading. Consistency between teachers and classes has always differed and will continue into the future. One suggested
Katy Schult Sports Editor
News Analysis
solution to this potential problem is implementing a weighted grading system. Weighted grades are grades adjusted by the addition of a statistical value. The debate is surrounded by the idea that some students take easier courses and therefore excel, while the students that challenge themselves and take harder classes in terms of grade point average may receive a lower GPA. It is no secret that taking challenging classes could ultimately affect students’ grades. Although they are learning just as much, the concepts in AP classes, for instance, are much harder to grasp. This could be part of the explanation for why enrollment in AP classes tends to be lower. To compensate for this tradeoff in GPA risk, some students advocate weighting some courses more than others.
“It would reflect the difficulty of the course, but it doesn’t reflect the difficulty level for the person,” senior Libby Schmadeke said in support of weighted grading. In some schools, “weighting” a grade adds to the grade point value earned. Students earning an A, B or C in a weighted class would receive an extra grade point. So, a student who gets an A in a class under a 4-point grading scale would receive a 5.0, if weighted. In this system, the grades on a student’s report card will not change, just the value of their grade point average. This will ultimately reflect on the student’s rank in class. Schools rank the students in a grade by their GPA’s. Additional points for taking the harder weighted classes would then add to the students’ GPA, moving them up in class rank. By weighting classes, students would have the opportunity to take more rigorous courses. With the classes being more precise and formalized, it offers the students the chance to challenge their ability to tackle difficult concepts. The idea of taking rigorous classes fits in with one part of the CFHS push for the Three R’s: rigor, relevance and relationships. Furthermore, in weighting classes, students are more competitive with other schools with weighted grading for elite college acceptance. Since the students’ GPA’s being increased to reflect their class choices, these students are likely to have a better chance to get accepted into elite colleges and receive more scholarships. Which, in the end could increase students’ self esteem and
help them do better in college and their particular career path in the future. On the other side of the debate, implementing weighted grades could cause a decrease in those classes that are not weighted. Potentially, students will realize that a lower grade in a weighted class will be equivalent to that of a higher grade in a non-weighted class. Elective classes such as music and performing arts, which would not be weighted, may suffer in enrollment. The addition of points for students taking weighted classes may seem unfair to other students, as they may work just as hard in nonweighted classes and earn the same grade, but because they took what the school thinks are more difficult classes, they get bumped down in class rank. Many people do not feel this is fair for everyone, considering all students have the power of choice to take the classes they choose. Another disadvantage in weighting classes is the inconsistency among schools as to which classes will receive weighting and by what increment to weight the classes. Because not all courses, such as honor and AP courses, are equally demanding from school to school, students at different schools may have an easier class for more weight. Students enrolling in AP classes know that the class is going to be much harder than the non-AP class, therefore they should be ready to work harder for the same grade. When they do not have as high of a GPA for getting a lower grade, they have no room to complain; it was their choice to
take that class. This may lead some students to feel that because they are not taking weighted classes, their “regular” classes are not as important, lowering their self esteem and academic work ethic. “It seems like weighted grading creates grades that are more heavy at the top,” John Mullan, social studies teacher, said against weighted grading. “Students already get the opportunity to prepare for college, and giving them heavier grades for this just seems like overkill.” Some students may resort to taking less rigorous classes to get higher grades, because they are afraid of getting a lower grade in a more rigorous class. This can have an effect when applying to colleges, because tracking students could become more common. The admission departments of colleges look more at overall GPA and not which classes are weighted. It is a lot easier for them to sort through college applicants by looking solely at GPA. It takes more time to look at the courses, find out whether or not they are weighted and decide if the student is accepted. “Although being in an AP class, I don’t think that it is fair for the school to decide which classes are more ‘important’ and should be weighted. It could end up badly, with many people being upset,” senior Mike Thuesen said about weighted grading. See page 2 for an opinion on this topic “How much is a GPA worth?”
Teacher connects class content to European trip Kellie Petersen Staff Writer
For those who have ever wanted to visit Italy, Greece or Turkey, now’s your chance. On July 13-29, social studies teacher Kevin Stewart will be accompanying a group of students on a trip to all three of these countries. This trip is open to all students as well as previous graduates, and the cost is $4,959. At just under $5,000, the trip may sound expensive, but for the amount of places that are visited on this trip, not to mention that everything except for lunches and tips are included in the price, “The price is a steal,” Stewart said. Over the 17 days that the trip covers, students will visit a wide variety of locations. Starting out with two days in
Venice, Italy. Several more locations in Italy follow, such as a stop in Verona, two days in Florence, a visit to Assisi, two days in Rome and one day in Sorento, as well as visits to the ancient city of Brindisi and the famous archeological site of Pompeii. From there students will take an overnight ferry ride to reach Patras, Greece. While in Greece, students will visit the city of Tolos, which will include the ancient sites of Epidaurus, Mycenae and Corinth Canal and three days in Athens. Activities in Athens include visiting some of the city’s famous sites such as the Parthenon, the site of the first Olympics, the historic Plaka district, the Acropolis and the Temples of Athena Nike and Olympian Zeus. The trip also includes a three-day
cruise on the Aegean Sea, with stops at Mykonos, Patmos and the Turkish island of Kusadasi. The trip also includes a stop at the ancient site of Delphi, which includes the Temlple of Apollo. “Historically, education wise, there’s a wide variety of educational sites that they could see,” Stewart said about one of the reasons why he was motivated to take students on the trip. Sophomore Jill Girard, who is planning to take this trip, said that it would help her studies to be able to see sites and say she was there. Sophomore Josh Bower agreed that it would be nice to see sites such as the Parthenon that are often discussed in class. “They’re able to connect across the curriculum, it helps to bring to life students’ studies,” Stewart said. The trip will cover a wide variety of historical
periods from Antiquity and Mediaeval periods to modern times, and it offers a wide variety of historical sites. “It is about educating oneself and learning about things that you learn in English class,” Stewart said, citing one way this trip would help students make connections to other classes besides their social studies courses. Besides the educational benefit, students are planning to take the trip out of a genuine interest to travel. Girard, who is looking forward to visiting Athens, said that she chose to go “because I’ve never left the country, and Italy is really cool.” “Each time I go, it’s just so eyeopening to students,” Stewart said, also citing that the life experiences of the trip are wonderful. “As always, I’m looking forward to watching students grow,” Stewart said.
Prom Update The post prom party provides additional late night post-prom fun for the students as well as peace of mind for the parents. Many junior parent volunteers are still needed to help with this event. Call Julie Otte at 277-8197 or jotte@cfu.net if you are able to lend a hand. If you are willing to make a donation in cash or in merchandise for door prizes, call Sandi Emerson at 277-5689, or ske@s-c-law.com. The post prom party will be held at Orchard Hill Church following Saturday night’s prom from 12:30 to 3:30 a.m. on Sunday, May 13. Ticket information will be coming soon.