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Esko Schools Diversity Analysis

This analysis by Chad Stoskopf explores the diversity and grading practices at Esko High School, addressing key issues such as racial and cultural differences, the needs of English Language Learners (ELL), and the impact of grading policies on student performance. It highlights disparities between elementary and high school grading, emphasizing the role of homework and the inconsistency of grading standards. The study also provides insight into the high failure rates among boys and offers recommendations for improving grading consistency and fostering an educational philosophy that prioritizes learning over compliance.

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Esko Schools Diversity Analysis

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  1. Esko Schools Diversity Analysis By Chad Stoskopf

  2. Esko High School Diversity?

  3. Race, Ethnicity, and Cultural Differences • Elementary • Celebrations – study the cultures of the limited ethnic or racial differences we have. • ELL - two adopted students from the Ukraine • High School • Meet the needs of the child • Readiness Level

  4. Gender and Grading Policy Scenario’s • Grading Policies • Elementary is Standards Based • Very little data suggesting differences in grades by gender. • High School is all over the place! • Fictitious Assignments graded by staff members • Grades ranged from A-D • Value of homework vs. test results • Staff members were grouped and asked to determine a students grade. Grades ranged from B-F.

  5. High School Gender Scenario’s • Two students each earn 85% - on tests. • One student is failing the other got an A. • Why? • Both perform well on standardized tests although one works harder at it than the other. • Staff member offers students a worksheet that entails all of the information needed to ace a test. • All of the students but 5 take the worksheet. • Who were they and why?

  6. Failures • Staff Development Committee Study • 70% of our student failures are boys. • 100% of our students who fail are failing because of their homework.

  7. Recommendations for Improvement • Work with staff to create some consistency within how we grade. • How? • Select educationally based articles: • Grading What Matters – Tony Winger • The Mismatch Between Assessment and Grading – Marcia Seeley • Can We Get Beyond Letter Grades? – M. Jon Dean • Grading: The Issue in Not How but Why – Alfie Kohn • Why? Because there is a mismatch between HS and Elementary Grading Policies • Steps: • Start a Staff Dialogue – Short Term • Increase Reflective Practice – Mid Term • Develop a Philosophy not a Policy– Long Term

  8. Recommendations for Improvement - Continued • Goal: • Hopefully the Grading Philosophy will Reflect Learning not Compliance.

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