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An analysis of grade point averages indicates that, on a national basis, generally, the highest grade inflation occurs in the lowest achieving schools. This is suggestive of low expectations for those students who most need to have higher expectations. Schools with grade inflation tend to reward low quality work and grades may not reflect actual learning levels. The Oxford School District grade point average for the 2000-2001 senior class was calculated at 2.58. The mean (average) GPA for the cohort of similar student populations is 2.4, and the effectiveness level is 2.2.
An analysis of student performance data indicates that some grade inflation may exist in the Oxford School District. ACT and SAT scores achieve effectiveness, and scores on statewide tests are consistently above state averages. Performance on AP exams is also at the effectiveness level. Performance on the Terra Nova, however, while above the mean, is not yet at the effectiveness level except in two grades (grade 1 and 2 in reading). This pattern of achievement is typically seen in school systems with a “dual population,” often found in college or university towns. Among students whose parents have higher education levels, performance is often higher, reflecting the motivation and family environment among that group that encourage achievement at high levels. Among students whose parents have lower education levels, achievement is often lower. The positive effect of having the dual population is that performance expectations, healthy academic competition, challenging coursework, and the variety of opportunities beyond the classroom are usually strengthened. All students have the opportunity to take advantage of a higher level and variety of courses and programs. On the other hand, the achievement scores of higher performing students may appear to artificially inflate grades, which may mask the difficulties students on the lower end of the achievement scale may face. Weighting grades for more advanced courses may magnify this situation, because a weighted grade point average makes it appear as if all students are, on average, attaining high grades. This effect is often more apparent on standardized, nationally-normed tests such as the Terra Nova or the college entrance exams than on state achievement tests. On state tests, achievement appears to be higher than the average. In other words, the “average” students are more similar to one another than to the higher-achieving group. The result is that the higher scores stand out more prominently in school systems with a pocket of high achieving students. On standardized norm-referenced tests, the sample of tests-takers is larger and the sample less homogeneous; higher scores in this case do not “pull up” or mitigate for the lower average scores. In other words, more test-takers in the total population of test-takers are higher achieving students. The result is that these tests often show a truer reflection of overall district performance in a dual-population school system. The best solution is not to lower expectations, but to increase expectations even further, thereby encouraging every student to press for higher goals. At the same time, a solid network of support services and personnel may be necessary to provide extra guidance and instruction to students who need encouragement to fulfill their potential. To achieve and maintain effectiveness for overall Grade Point Average, the district should continue or establish the following practices:
The benefits of rewarding high quality work and holding high expectations for all students is generally evidenced in lower overall grade point average, higher performance on college entrance examinations, and a capacity for more students to achieve at high levels in Advanced Placement and other rigorous academic programs.
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