Grades, Equity, and the Grammar of School

After observing the “shattering effect [of grades] on the ‘bottom' group” of students, Merla Sparks got permission from her principal to trial a gradeless system with five classes of students who were grouped at the ‘bottom’ of her school. Sparks quickly found that “Imaginative ideas spilled out all over the paper when the student knew … Continue reading Grades, Equity, and the Grammar of School