Parental group wants discussion on Lynchburg grading scale

A group of Lynchburg parents are challenging the school division’s current grading scale and they want a change — or at least a discussion.

Known as Fairgrade Lynchburg, the group has organized to ask for a study and subsequent dialogue about moving to a 10-point grading scale — where an A starts at 90 percent, a B at 80 percent and so on.

Parents have cited a myriad of issues with the current scale, and some made public comments at last week’s school board meeting. They say it puts students at a disadvantage when it comes to college admissions and scholarship money because grade point average can vary by division. For example, a B in some divisions would be an A in others.

Also, some believe such rigorous standards discourage at-risk students who may already be struggling.

Education experts say they are seeing a trend in favor of the 10-point grading scale and several Virginia school systems have recently made the switch. Fairgrade representatives said because large divisions, such as Fairfax and Loudon counties, adopted a 10-point scale in the last few months a majority of Virginia students now are evaluated using a 10-point system.

“What I hope is for this to get on to the agenda of the school board, where they will officially and publicly state this is an issue worth studying,” Fairgrade co-chair Scott Hyman said of modifying the scale. “I want to see a mandate for a study. I’m not asking for a recommendation overnight. I want a study.”

Hyman, a Sweet Briar College professor with children enrolled in the division, has been following the developments in Fairfax. That system approved a modified 10-point scale weeks ago, despite the superintendent’s preference to keep the more rigorous scale, where students needed at least 94 percent for an A.

Currently in Lynchburg, an A also starts at 94 percent and anything below 70 percent is an F. It is the strictest scale among area public school systems. Hyman isn’t sure the high standard leads to stronger students, and noted some states, most recently Florida, have adopted a uniform statewide 10-point scale.

“Unless the school system can demonstrate we need such a stringent scale, there’s no reason to keep it in place,” he said.

Hyman’s rationale for a change is multifaceted. He said it would put Lynchburg students on a level playing field with most others when competing for scholarships and college admissions.

A study by Fairfax County Schools, though, did not find conclusive evidence that a 10-point scale impacts college admissions significantly.

Hyman also questions why the grading scale within the school division isn’t uniform. Advanced Placement and Dual Enrollment courses do use a 10-point scale. Finally, he says, a revised scale would better provide positive reinforcement for students who work hard but still struggle.

As part of the Fairgrade movement championed by Hyman, the group has created an online petition. So far it has more than 150 signatures from community members, including Councilman Mike Gillette.

Gillette, who has a daughter enrolled in E.C. Glass High School, said he thinks a change is needed. He said obviously a scale change is a decision that needs to be made by the school board, but the issue should be taken seriously and studied. When asked if a 10-point scale could result in grade inflation, Gillette said absolutely not.

“Grade inflation has nothing to do with the 10-point scale. It has to do with the attitude of the teacher doing the teaching,” he said, noting he taught as a professor using a 10-point scale. “The fact is the grade needs to reflect the true performance of the student.”

Andrea Singy, Fairgrade co-chair and mother of three city school students, said wanting the scale changed is not about her own children getting into college. She said she’s concerned about at-risk students who don’t make the grades and are demoralized.

“What I’m seeing when I’m volunteering at an inner-city school, I’m seeing children working very, very hard,” she said. “I don’t mind they’re not getting A’s, but almost failing because they get two and three things wrong on a test?”

Steve Smith, assistant superintendent for curriculum and instruction, said when it comes to grades there’s more than meets the eye.

“There are many factors that go into the grade distribution in a given class and the grading scale is just one of them,” he said. “The motivation of the students, the knowledge skills and decisions of the teacher, and the actual amount of learning that occurs are all very important factors in terms of the grading distribution.”

Smith also said he hasn’t found evidence showing one grading scale is more beneficial to students than another. He said the many moves to the 10-point system are probably because when using the most common system, competitive disadvantages are minimized.

“That doesn’t mean students being graded under a more restrictive scale are disadvantaged, but it avoids the possibility,” he said, later adding, “I think the movement to a 10-point scale is more easily communicated to the community and it’s unlikely to be a determinant to students if teachers continue to have high standards in their classrooms.”

In the end, Smith said, everyone wants what is best for the students. He is skeptical, though, about modifying the scale to motivate struggling students.

“Teachers need to motivate students to do the very best they can; most of that occurs outside of the grading scale,” he said. “I’m not convinced the grading scale currently is a primary factor in student motivation or achievement.”