hiddendriver34 said:Standardized testing would take a massive weight off the shoulders of elementary school teachers—if parents could just stop complaining to the local water utility and go organize some protests outside the National Science Foundation instead.
After reading chiquitin's post, I’ve come to the conclusion that I’d honestly rather be working a construction site than teaching in an elementary school. 😁
Nah, they’d probably just end up blaming the schools anyway, claiming the teachers didn't teach them anything at all.🧐
but I don't think people realize that focusing solely on GPA isn't going to solve anything; it’ll just end up adding an incredible amount of stress to those standardized national exams. personally, I've always been in favor of using entrance exams combined with high grades in specific subjects that actually matter for a particular high school. though, I suppose the entrance exam itself should probably carry more weight in the final calculation. that way, you at least know you're passing classes that you're actually interested in and that click with how you learn. as it stands now, they're basically setting you up to struggle with these national tests by forcing you through subjects that aren't interesting, aren't your strengths, and might not even be relevant to the specific high school track you've chosen.
Of course it’s possible. I mean, this whole obsession with chasing grades or boosting a GPA isn't ever going to go away, because there will always be some percentage of a student's future tied to their academic record. And that just leads us into this sort of endless loop—people end up studying solely to secure a grade rather than actually absorbing knowledge, so nobody is really learning things they can carry with them for life. I suppose that makes standardized national testing, especially for subjects covering several years of curriculum, one of the worst possible approaches for kids when that's how most people are wired to think.
Look, I wouldn't get too carried away thinking parents are actually going to be thrilled about these national standardized tests; I mean, have you seen the current test scores?🤦 Yeah, I get it—everyone wants to pin the blame squarely on the teachers—but still... we’re talking high-stakes testing, massive amounts of stress, way too much material being crammed into one window, and just an overwhelming number of subjects to tackle all at once... it feels like things might end up being even more of a mess than they are now.
even if that’s a complete fabrication, it means you could just report the issue right when it happens, which would basically force the principal to make an unreasonable teacher actually offer a chance to fix those grades. I mean, there really shouldn't be a scenario where there isn't some kind of way to retake a test for a better grade. you have to flag these irregularities while they're actually happening, rather than waiting until everything is already over and done with, like some sort of afterthought.
Jeffrey Edwards5 said:Better late than never, I guess. Checking in three days before everything wraps up, once the verdict is basically already in.
The situation is this: my kid is sitting at less than half the required points. They aren't even going to hit the threshold for the school we actually want them in.
I’ve talked to the homeroom teacher and the subject teachers. Honestly? They’re about as flexible as a brick wall.
So, help me out here. To all you educators out there—from someone like me, just a regular guy trying to make sense of things—what is it about being a professor that makes some people think they can just ignore the big picture and refuse to HELP a student? Is it just the power trip? The ego?
I don't get it. I genuinely want to know what makes someone tick like that.
Don't they worry about anything? Not just about God, but about an angry parent waiting in the parking lot after class? It feels like they're asking for trouble.
What kind of people are these? Seriously, explain it to me.
It’s always nice when I run into posts that basically back up my own thoughts. So, I suppose it looks like we're dealing with exactly this type of crowd.🙂
🤷 Maybe it makes sense for the first four years of elementary school, I suppose, but when you start talking about middle or high school, it sounds pretty questionable to me. I mean, if they’re referring to things like PE or art class where kids have to lug around specific gear or supplies, sure, but I doubt that would ever be officially logged as an "activity" or "engagement" in a teacher's gradebook.
Jose Wells3 said:That applies to every single grade in my classroom, not just the As.
Yeah, obviously. I mention the A grades specifically because I know that's what everyone cares about most, but I suppose what I wrote applies to any score at all, really. Actually, earlier this year, I ended up giving a student an A even though her GPA was sitting right around a 4.29, and honestly, nobody even questioned me about it. Later on, one of my students actually came up to me, practically in tears, asking if I was being serious. And yeah, I was. Dead serious. She actually failed two of the bigger exams this year, which was unexpected, especially since I've known her for four years and she’s always maintained a perfect 4.0 in my class based on about fifteen different assignments.
I find myself reflecting on the current state of our discourse, though I struggle to find a starting point for such a broad topic... It seems we often drift through these discussions without much direction, yet there is a certain quiet necessity in attempting to find clarity amidst the noise... kaže: Is it truly impossible for anyone to grasp the fact that not all evaluation criteria carry the same weight...😕 If you’re pulling straight A's on the easy assignments but only managing B's on the major exams and the core components of the course, you really can't expect to walk away with a perfect 4.0 GPA without some serious struggle... The situation is actually quite the opposite for me. I find that I can confidently conclude a student has earned a 3.7 GPA without even blinking, provided their performance in the core, high-weighting components is sufficiently strong compared to their other marks. I make sure to state my reasoning clearly from the very beginning, and I back everything up with extensive, detailed documentation... so there is never any guesswork or ambiguity involved...🙂
There is something genuinely touching about those moments when parents suggest that a child’s perfect grades shouldn't be the sole focus of their worth... It is a quiet kind of kindness, really, when they advocate for looking past the GPA to see the actual person underneath... 😂 Actually, that simply didn't happen... If I happen to miss an episode once, I’m certainly not going to go out of my way to catch up, nor does it feel like it has any profound impact on the course of anyone's life. It was just a bad day... shit happens, I suppose. Onward... If a student consistently scores a 1 and then a 4 on their assessments, only to have those 1s corrected to 4s later on... I find myself wondering if it is most logical to simply disregard those initial failing marks entirely. It seems reasonable to conclude that the student’s true performance level is represented by the 4, effectively treating the record as a series of 4s, 4s, and 4s... 🙂.
As a parent, I find myself signing off on this sentiment without any hesitation whatsoever... Back in seventh grade, my daughter had a bit of a rough start in her chemistry class. She struggled to find her footing with the new curriculum right at the beginning of the school year, which was a little discouraging for her. However, she eventually found her rhythm and began showing a steady upward trend in her grades. Her teacher actually recognized that extra effort and gave her a chance to retake an assessment—I think it was for a 4.3 grade level—to earn an A, specifically because of how much she had improved...
Personally, when I find myself in a spot like that, I usually don't even bother asking for a higher grade—I just make the call and finalize it. What matters so much to me isn't some arbitrary number, but rather the actual effort put in over the course of the whole school year and that general vibe regarding their work ethic; those invisible qualities are what truly decide things for me when that GPA is hovering right in that awkward middle ground between a B+ and an A-. Maybe someone will end up with an A based on a 3.3 average simply because of their attitude, without needing extra tests, whereas I might actually push someone with a 3.5 to take one more quiz. And honestly, all my kids know where they stand, so I've never really had anyone come to me complaining about a grade.
Good grief, the sheer level of obsession with decimals some people have is just... it’s a bit much, isn't it? I guess I don't really see the point in getting that worked up over a few extra digits, though maybe I'm just being overly casual about the whole thing. 😲😲😲
Is it actually impossible for anyone to grasp the idea that not all grading criteria carry the same weight? I mean, I guess it’s just one of those things where people seem to assume everything is perfectly equal, which, honestly, feels like such a stretch when you really sit down and think about it. It’s like looking at a complex equation where someone insists every variable is worth exactly one, even when some factors clearly pull much harder than others. Maybe I’m overthinking it, but it feels like we constantly overlook how certain elements should naturally hold more gravity than the rest.😕 I mean, if you're pulling straight A's from the easier subjects, but then you're getting B's on the heavy hitters and the core requirements, I guess you can't really expect to walk away with a perfect 4.0 GPA without some serious struggle, maybe. It works the other way around for me, I guess. I can pretty much tell without even blinking that someone’s looking at a 5 on a 4.36 GPA, provided their grades in the more heavy-hitting subjects are stronger than the rest. I always lay it all out right at the start, and I make sure to back everything up with these incredibly detailed, exhaustive notes, so there aren't really any mysteries or confusion left to deal with.🙂
I guess there’s something almost sweet about those moments when parents try to convince you that those corrected mistakes don't even matter, though I suppose they probably mean well. It’s that quiet, slightly awkward attempt to just brush everything under the rug and pretend the errors didn't happen, which is fine, I guess, if you're into that sort of thing. 😂 I mean, honestly, it didn't actually happen. Or rather, it’s just not like it really took place, I guess. If it only happens once, I probably won't even bother looking at it, though I suppose it’s not like it’s going to fundamentally alter anyone's destiny or anything. It's just one of those things where you have a bad day, shit happens, and then you just sort of move on with your life, I guess. I guess if someone keeps getting a 1 followed by a 4, then another 1 and a 4, and finally that 1 gets corrected up to a 4, maybe it’s probably best to just ignore those initial failing grades entirely and just conclude that they actually earned a 4, 4, 4. 🙂 Look, I think you might need to pull yourself together just a little bit. Miley CyrusGood grief.
Susan James said:That's why I said I wasn't sure if it had happened yet—in my graduating class, it didn't happen for those exact reasons. Even just one student being against it can stop the whole thing. Plus, teachers usually end up with fewer teaching hours if students drop a subject, so that definitely plays a role in the negotiations...😬
Yeah, you can tell from the Seattle track that they're heading off to all sorts of different colleges. They might not be as numerous as the STEM kids, but they're definitely moving on.
Like I said, it happens. As for the teachers' hourly pay, I guess for a lot of them, it actually works out fine since they end up working so much overtime—especially the science teachers, given how few of them there are left these days.
Susan James said:On paper, that rule has been around for about 30 years, but honestly, I'm not sure if anyone has ever actually done it in practice. Most students just stick with their third language and keep up with the science requirements.
It does happen, I suppose. But you'd probably need the entire class to be on the same page about it, which isn't really common since quite a few kids sign up for language tracks specifically because they need those physics or chemistry credits for college later on.
As far as I can recall, if you're attending a specialized language high school, they usually let you swap out chemistry or physics for a third foreign language once you hit your junior year.
Dennis Alvarez2 said:I haven't let this get to me, as I remain quite calm and positive, making sure to read your words carefully before offering my own measured responses. I haven't said anything to offend you, yet in less than two pages, you have gone so far as to label my lifestyle and career as "abnormal" and "insane," while claiming that I am "frustrated."
I wrote that I personally find those methods to be crazy and abnormal, and that your posts seem to scream frustration regarding school, which I suppose is why you feel this need to go around correcting things that aren't even wrong. Please notice the distinction. I still don't quite grasp why you view all of this as an insult. I mean, I assume I know, but it really doesn't matter. You could easily claim that I’m being negligent or a bad parent who isn't thinking about my child's future, simply because it doesn't occur to me to make a kid study history or physics using four different textbooks or spend hours analyzing data tables from some mining company. It doesn't really bother me either way.🤷
Dennis Alvarez2, I honestly find it kind of wild how much an anonymous post on a forum can actually get under your skin. I’m not trying to judge anyone here, really, I’m just making an observation. If you are truly that confident in your parenting philosophy and the way you approach education, then some random critique from someone calling a school "unqualified" shouldn't be enough to rattle you this much.🤷 At the end of the day, whatever she wrote or did, I think everyone has the right to their own opinion. Your views might seem totally nonsensical to me, just as mine might seem pretty foolish to you, but I certainly wouldn't take it personally. So, I guess it seems a bit irrational to me that a parent would feel this attacked just for preparing their kid for a county-wide competition, regardless of how offended you feel about it. It isn't really my business to go digging through which schools are the best or which universities students typically transition to from certain districts. I also don't have any intention of steering my own kids toward specific paths just because I think it'll be profitable or what might be a hot commodity in the job market fifteen years down the road. Feel free to call me the most narrow-minded person you've ever met; I won't even blink, because I’m pretty settled in my own views and methods, no matter what anyone else thinks of them.
Dennis Alvarez2 said:Of course, please feel free to think and write whatever you wish; that is precisely what Reddit is here for. My only request is that you refrain from twisting my words here just to validate your own perspective. You seem unable to move past constantly bringing up "chasing the GPA" or "aiming for top-tier schools." Honestly, it is quite a stretch to try and attribute motives to me that aren't there or to label me as a worse mother than you are. You truly are relentless with that. You are entitled to your opinion, and I actually enjoy reading different viewpoints, including yours. I know nothing about you or your child, and since I don't know anyone on this site in real life, I wouldn't dream of predicting a child's future or judging your parenting style or educational methods—whether through Reddit posts or otherwise. I believe most parents simply do what they feel is best given their current circumstances. But yes, it is your democratic right to mock them if you choose.
Some people tend to read a couple of posts from a parent over a two-day period and immediately jump to conclusions, declaring them unstable, frustrated, or overly ambitious, claiming they are mentally destroying their child or abusing them with textbooks, or diagnosing them with OCD and predicting the child will end up in rehab or worse. Oh, please. Give me a break.😁
I think I will go read some other threads; there are plenty of much more useful discussions happening regarding high schools and education than these attempts to label me as a villainous mother who is ruining her child with extra lessons.☕ 😁
You're misinterpreting my posts. I try to be very clear about what I think, so there really shouldn't be any need for reading between the lines or intentional misinterpretations, let alone attributing things to me that were never written. I'm not getting worked up over anyone because I'm fairly confident in myself and how I'm raising my kid, so it doesn't really occur to me to compare myself to anyone, especially here on Reddit with anonymous users I know nothing about beyond what they choose to type. I didn't say any of the things you're caricaturing. What I actually think is that you might be overdoing it with this whole academic project, giving the impression that your entire lives revolve around school assignments and tasks for "those who want to know more." Maybe I did misread your posts, I don't know. But this whole thing about buying extra textbooks just so a child canbe prepared for three state-level competitions seems pretty wild to me.
I mean, I read your post, and honestly, it just feels like this massive wave of frustration regarding studying, school, and the whole education system, which I have absolutely no intention of getting into or debating with you. It’s just that I don't really see eye to eye with your whole modus operandi—you know, the whole thing about paying for extra tutoring for your kid, constant mentoring, coaching, chasing after the most elite private schools, hunting for that perfect GPA, and all that jazz. Besides, I'm pretty sure you only have one child, because I can't imagine a parent staying this hyper-focused on the "school project" unless they're dealing with just one student. There’s just no way someone could tutor two or more kids this way, especially if they don't even have similar abilities or interests, heaven forbid.
But hey, go ahead and do whatever you think is best, obviously. And I guess I'll just keep thinking whatever I want about it, too.
Jose Wells3 said:Here’s how I always frame the argument:
If there is just one kid in a class who can actually navigate this broken system and pull top grades without private tutors, constant parental hand-holding, or any extra help—just pure independence—then the system isn't impossible. It just means some people need to actually put in the work, find better study habits, or simply accept that nothing happens without effort.
As for high school? If you aren't independent, you're headed straight for disaster.
But fine, I'll admit it: those were the clients who kept me in business. Once moms realized they could just pay for a tutor to fix their kid's grades, the money started flowing. By Friday, I was usually tipsy and high on their dime. Honestly, I treated myself to plenty of luxuries back then because money was tight. Let them think what they want.
Does that sound condescending? I couldn't care less if it does; it’s just the truth. Real intelligence is about being resourceful when things get messy. Any smart kid spends the first month scanning the teachers, figuring out their personalities, and learning how to play the game. And if a teacher is terrible? Well, everything you need is in the textbook. If someone can't even finish high school by reading the books and managing their own learning, they have zero chance at a university. Period.
Bravo!🙏 I honestly find it hard to believe that sitting at home helping a first grader through various workbooks, or paying for tutors just to secure an A, is considered normal—or even desirable, for that matter. 🤦 No, I’m not making fun of the kids; I never have, and I never will. I'm making fun of the parents.🙂
redridge13 said:Am I reading this situation right? So, Mikulicka decided to enroll her kid in some fancy school out in Small Town, USA, even though they don't even live in that district—all because she wanted that prestige factor, knowing full well the kid's primary language is French. And now, predictably, there’s a massive meltdown happening because the kid is getting mediocre grades in French and suddenly doesn't have enough credits to get into any decent prep school.
I mean, 72 out of 80? Is it really just one subject causing this much of a disaster?
well, she probably picked that school because that's where all the kids of Hollywood actors, pop stars, and those other big-name socialites go—it’s either there or at some elite boarding school in New England. they’re considered high-status in those specific circles, and apparently, being part of the "elite" is everything. they do French, Japanese, fencing, Greek, Latin... you name it. so now she's just sitting at home in her upscale suburb, miserable about it.🙂 she doesn't live downtown anymore, but she's definitely moved past the middle-class suburbs too. it’s such a headache trying to get into any decent vocational program when the "elite" crowd only recognizes the most pretentious preparatory academies, especially since the dad is a university professor and heaven forbid the kid ends up at a local community college or a trade school instead of an Ivy League. 🙂