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Pueblo's 'no-zero' grade scale to award half-credit for cheating

Stegeman: 'Step backwards' from student achievement

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A new grading policy at Pueblo Magnet High School will award students who cheat a 50 on their assignments, rather than a zero, a Friday email from the school's principal said.

"We will not be using zeros for any purpose," said the email from Principal Vivi Watt, which described the grading scale as "a 50 point scale, rather than a 100 point scale (sic)."

Update: Pedicone: Pueblo's no-zero grading 'crossed the line'
TUSD officials are tossing out a “naive” Pueblo High plan to give students a minimum 50 points on every assignment, even in cases of cheating.

Most Pueblo teachers contacted about the "no-zero" policy would not comment, citing a fear of retaliation by administrators, but one expressed concern about the change.

"It's a policy that's not thought out very well," said the teacher, who would only speak conditioned on anonymity.

"It makes it appear to the public that we at Pueblo have no standards as teachers, and we actually do," the instructor said in an afternoon interview, saying the policy will inflate grades and create "inequity from one school to another."

Tucson Unified School District Governing Board member Mark Stegeman also raised questions.

"I am concerned that this policy could undercut the district's new emphasis on student achievement and higher academic standards. It seems to be a step backwards," Stegeman said in a Tuesday email to constituents.

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A head of the local teachers' union said many Pueblo teachers are "dissatisfied" with the move.

"What message are we sending to our kids?" asked Frances Banales, president of the Tucson Education Association, who also said she's worried about grade inflation.

The email from Pueblo's principal continued:

If assignments cannot be counted because of plagiarism and/or cheating, please assign a 50 to the assignment rather than a zero which may have been past practice. Any assignments where students have a D or F can and should be ‘do overs.’

The district has a new grading policy which this scale follows.

Watt refused to answer questions regarding the grading scale at the 1,600-student magnet high school, 3500 S. 12th Ave.

Despite her email and a PowerPoint on the change prepared by a Pueblo assistant principal, Watt denied there is a new grading scale, and sought to ID who blew the whistle on the change.

"I think you and/or the person who gave you this information are jumping the gun here," she said Sunday, in response to a Saturday email.

"We have not implemented a new grading scale at Pueblo just yet. We will be following the new grading policy put forward by TUSD, however. This will be followed by a year long (sic) discussion about how to implement some changes at Pueblo," she wrote.

"Can you tell me who gave you this information?" Watt wrote.

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Watt's email, sent to the school's teachers, is a public record.

Teachers at the school told TucsonSentinel.com they are not allowed to speak to the media without the principal's permission, and said they feared reprisals even if they were to comment anonymously.

According to the source at Pueblo, Watt has questioned teachers in an effort to learn who tipped the Sentinel to the grade-scale change.

The teachers' union's Banales said the move to change the school's grading policies originated at the district level, and is "very much supported by the Pueblo leadership."

She said she wasn't surprised that an administrator would try to learn who had spoken to the press.

Principals have power to transfer or fire teachers who speak out. Staff must "toe the party line," she said.

"They don't have to have a reason, they don't have to have a process," she said.

The Governing Board and TUSD leadership "think that this is a business model," Banales said. "They have a mindset that the principal has all the say."

Grade inflation

Banales is worried about grade inflation. "That's the danger of this," she said in a late afternoon interview.

Giving students a 50 for little or no work doesn't support "standards and rigor" in the classroom, she said.

Zeros 'work against everyone by diminishing hope'

A presentation on the grading scale provided to teachers by Assistant Principal Kathi Shaw said the usual practice of grading scores of 0-59 as an F has an "undue, deflationary effect."

Zeroes "work against everyone by diminishing hope," the PowerPoint presentation said.

The anonymous Pueblo teacher cited a sliding state rating of the school as a possible prompt for the policy move.

"Math scores did slip," the teacher said, and Pueblo's rating by the state fell from a C to a D.

"But you can't just inflate the grades and expect the test scores to rise," the teacher said.

The grading change "reduces incentives to do work," the teacher said, explaining that the policy requires teachers to give students a 50 on assignments that aren't even turned in.

On top of that, "we need to be teaching students that it's no OK to be copying somebody's work," the teacher said.

Governing Board member Michael Hicks, also speaking Tuesday afternoon, said he didn't know enough about the policy to comment in depth, but said he has "an issue with that."

"We should be striving to make kids excel, not rewarding them for not doing anything," he said.

Board President Miguel Cuevas said Tuesday afternoon that he would look into the policy and comment later.

Calls to TUSD Superintendent John Pedicone and district spokeswoman Cara Rene were not returned.

Calls to other Governing Board members were also not returned.

TUSD classes begin Thursday.

District grading policy

TUSD instituted a new district-wide grading policy during the spring that permits student participation to be considered when grading.

While based on a model policy from the Arizona School Boards Association, TUSD added a point that reads "(a)dditional standards in the areas of participation may be established and taken into consideration when determining grades."

The Governing Board voted 4-1 to adopt the policy, with Stegeman dissenting.

Stegeman expressed concerns at the time that the policy did not limit the credit students could receive for participation.

He echoed those concerns Tuesday.

"I can't say (the Pueblo grading scale) contradicts the policy; there's a loophole where you can drive through the policy," he said in an interview.

"It's outside the spirit" of the district policy, he said.

"I think it's demoralizing to teachers," Stegeman said.

"Students are being told, 'It's no big deal if you cheat,'" he said. "You just get half credit and a chance to do it over."

"In a job, you do not get half credit for dishonesty; you probably get fired," he said in his email.

"At UA, where I teach, the penalty for plagiarism is generally more severe than getting 50 percent credit for the assignment; and you do not get automatic chances to "do over" failing work. TUSD does not help its students by acclimating them to standards which are much looser than they will face in later life," he said.

The Pueblo instructor concurred.

'They need encouragement and motivation, not accounting tricks.'

"If you bail kids out over and over again ... they don't develop a work ethic," the teacher said.

In an interview, Stegeman pointed to what he called "equity issues" between schools. While Stegeman said other TUSD schools are not adopting the "no-zero" policy, Banales said another district high school may be moving toward the "50-point" grade scale.

"To have substantially different grading policies at different high schools presents issues of consistency," Stegeman said.

Students who transfer between schools—a frequent occurrence in TUSD–may be graded very differently in their new school, he said. The TUSD board member also said he's concerned about students at different schools being given differing grades for equivalent work.

"Setting low expectations for our students also disrespects them by saying, implicitly, that we think you are capable of no better," Stegeman wrote.

"Indeed, they are capable of much better, if adults provide models of good behavior and show confidence that students, with our help, can perform to high standards," he wrote.

"I really care about my students," the Pueblo teacher said. "I have a firm belief that they can achieve great things. They need encouragement and motivation, not accounting tricks."

"I'm worried this is going to make Pueblo look bad as a school, and while we have our problems we certainly don't deserve the reputation around town that we have," the teacher said. "When I say I work at Pueblo people usually say, 'Ugh, that sounds rough' or 'Oh, bless your heart.'"

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Latest comments on this storyRead all 4 »

4
2 comments
Aug 1, 2012, 11:54 am
-1 +2

This really is a black eye for Pueblo students and faculty. Ms. Watts seems to be clumsily trying to address the problem of chronic failures by playing with the grading scale and hiding behind district policy. I can almost empathize with the difficulty of dealing with students who are chronic failures. In my experience (and I have 26 years of it) these students arrive with a history of poor attendance, poor study skills and a willingness to resort to easy solutions (cheating and plagiarism). Once a student like this earns a zero for an assignment, he then lacks the skills to pull himself back to a passing grade. The problem is that instead of dealing with root causes, Watts just uses an accounting trick. However, she has done nothing to change the student’s attendance pattern, build study skills or discourage unethical behavior. In fact, she is encouraging these things. Hopefully TUSD’s Superintendent and Board will see fit to correct this, for the sake of the students if nothing else.

3
1415 comments
Jul 31, 2012, 1:23 pm
-0 +1

As much as I hate Flowing Wells and would love to see the entire district burned to the ground, they had a better grading scale when I was a kid. It went…

100-92   A
91-84   B
83-76   C
75-70   D
69 and below was F

not even I know, but it did hold students to a higher standard.

2
10 comments
Jul 31, 2012, 12:30 pm
-1 +1

Just when Pueblo students were starting to get a bit of respect, this happens. It’s a black eye for these students. Especially those that are excelling.

It is not a fifty point scale, it is a forty point scale. Everything below that is a failure. The grading scale, has always been, 90-100% is excellent, 80-89%, is above average, 70-79% is average, 60-69% is below average, and below 59% is a failure.  A, B, C, D, and Fail.
It’s why there has never been an ‘E’.

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Pueblo grade scale outlined in email

A email informing Pueblo teachers of a new grading scale was sent by the school's principal, Vivi Watt, on Friday:

From: Watt, Vivi

Sent: Fri 7/27/2012 2:00 PM

Cc: Gallegos, Ana; Rosthenhausler I, Frank; Shaw, Kathryn

Subject: Grading Scale for 2012-2013

Teachers:  As you work on putting your syllabi and parent letters together I wanted to give you the common grading scale we will be using this coming school year.  All Pueblo teachers will be required to use this common scale.

90-100 = A

80-89 = B

70-79 = C

60-69 = D

50-59 = F

As you can see, this is a 50 point scale, rather than a 100 point scale.  We will not be using zeros for any purpose.  If assignments cannot be counted because of plagiarism and/or cheating, please assign a 50 to the assignment rather than a zero which may have been past practice.  Any assignments where students have a D or F can and should be 'do overs.'

The district has a new grading policy which this scale follows.

Let me know if you have any questions or need help converting your grading.  We will be happy to support you.

Thanks, Vivi

TUSD grading policy

TUSD's district-wide grading policy, Grading/Assessment Systems, Policy IKA:

Assessment and evaluation of student progress is of primary importance in all District schools. The challenge is to balance the need for on-going assessment for instructional purposes with reporting student progress/achievement by giving a grade.

The authority for determining progress/achievement, assigning grades, and granting or withholding credit for individual courses shall rest with the teacher of the student. In making such determinations, teachers will be guided by standards set forth by the District which include the following:

  • Progress grades shall be based on the accomplishment of Arizona Standards appropriate to the grade level or subject area.
  • At all levels within our school system teachers are expected to utilize the TUSD curriculum to identify what students are to learn and the criteria by which they will measure that learning.
  • Assessments which measure progress toward the final outcome should be utilized prior to assigning a final grade.
  • Assessments of learning which document achievement at a particular point in time will be utilized to determine final grades for reporting.
  • Assessments and grading should provide information that students can use for self-evaluation in order to determine the next steps for their learning and which teachers can use for their support of learning.
  • Additional standards in the areas of participation may be established and taken into consideration when determining grades.

District-developed grading systems which are appropriate for elementary, middle school and high school students will be established and utilized.

Teachers will keep a complete and accurate record of the grades assigned to students.

Written reports to the parents concerning student achievement will be made every nine (9) weeks by the teacher, and additional written reports will be made when necessary.

Teachers will report to parents on student progress toward meeting and/or exceeding academic standards, students' conduct, scholarship, attendance and tardiness.

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