Grading systems are crucial in educational institutions, as they assess student performance and academic achievement. The transition from a 7-point grading scale to a 10- point grading scale has become a topic of discussion at Millard, as many states, notably Louisiana, have adopted this change through House Bill 424. The bill states that it will require each public school governing authority to use a uniform 10-point grading scale.
This system has been criticized for its limited range of higher grades, which can make it more challenging for students to achieve top scores. They argue that it creates an environment where students must work harder for fewer rewards compared to those on a broader scale. Julissa Flores, senior, is a proponent of the switch. She describes her past experience struggling with raising grades to passing status, saying “I think it would be easier for both teachers and students.”
This system provides a wider range for achieving higher grades, potentially benefiting students’ overall. Liliane Kiza, senior, adds that “It would make it less stressful for students to raise their grades and GPAs to give them more opportunities for scholarships and college admissions.” When asked if this transition will lower the bar for advanced classes, such as AP or Honors, Counselor Lisa Olsen says, “No, I don’t think teacher’s expectations for their students will change.” According to her, the shift to a 10-point scale aligns with many other states, facilitating smoother transitions for students who may move between different educational systems or out-of-state colleges.
However, some students that consistently work for higher grades disagree that the transition would be a positive change, and instead feel they would be put at a disadvantage. Yesi Hernandez, sophomore, believes that it would essentially reward students that don’t work hard in school and will encourage them to continue putting in minimal effort. She says, “It would allow students to slack off and still receive the same grades as those who don’t.”
In order to minimize this issue, implementation of pluses and minuses in the 10-point scale could provide a more accurate reflection of student performance and effort that Yesi believes is essential in the 7-point scale. This approach would give a clearer picture of each student’s level of understanding. This can motivate students to improve and provides clearer feedback on where they stand within a grade range, rather than grouping all students under broad letter grades.
The switch from a 7-point to a 10-point system represents a significant shift in educational assessment at South. The broader acceptance and perceived fairness of the 10-point system may lead to academic improvements for Millard students, and would alleviate stress for both students and teachers alike.
