{"id":66097,"date":"2022-11-29T23:05:20","date_gmt":"2022-11-30T04:05:20","guid":{"rendered":"https:\/\/world.edu\/?p=66097"},"modified":"2022-11-29T23:05:20","modified_gmt":"2022-11-30T04:05:20","slug":"are-top-scholar-students-really-so-remarkable-or-are-teachers-inflating-their-grades","status":"publish","type":"post","link":"https:\/\/world.edu\/are-top-scholar-students-really-so-remarkable-or-are-teachers-inflating-their-grades\/","title":{"rendered":"Are \u2018top scholar\u2019 students really so remarkable \u2014 or are teachers inflating their grades?"},"content":{"rendered":"

\"\"<\/p>\n

Schools in the Greater Toronto Area (GTA) are \u201chanding out higher marks than ever before<\/a>.\u201d<\/p>\n

This is according to a recent\u00a0Toronto Star<\/em>\u00a0investigation into grade inflation. It asked: \u201cIs runaway grade inflation holding top students back and setting others up to fail?\u201d<\/p>\n

The\u00a0Star<\/em>\u00a0found that data indicate \u201cGrade 12 averages are on a steady slope upwards and the number of kids entering university with a 95+ average has exploded.\u201d<\/p>\n

This question had me recalling\u00a0summer media reports about \u201ctop scholars\u201d graduating from schools in the GTA<\/a>\u00a0with average grades of 100 per cent.<\/p>\n

Understandably, what accounts for the upward trend in grade averages is difficult to determine, since there are many complicated and nuanced reasons.<\/p>\n

Nevertheless, among the reasons the\u00a0Star<\/em>\u00a0investigation identifies is \u201cthe popularity of STEM courses\u201d to boost averages.<\/p>\n

When I examined reporting about the \u201ctop scholars\u201d who received grades of 100 per cent, they were mainly taking science courses.<\/p>\n

I wonder about the effects such media narratives have on youth who tend not to see their stories celebrated as \u201ctop scholars.\u201d<\/p>\n

\u2018Top scholars\u2019 coverage<\/strong><\/h4>\n

Media reports of this year\u2019s top students indicate that while some of them had averages of 99 per cent\u00a0as in other years<\/a>, others had averages of 100 per cent.<\/p>\n

In an attempt to learn more about the trajectory of these \u201ctop scholars,\u201d their school experiences, relationships with teachers and their ambitions, I examined media reports: four top scholars media reports in 2018-19, one in 2019-20 and in 2020-21 and 10 reports in 2021-22. I did not systematically review all coverage on top scholars, so my analysis is not based on a representative sample.<\/p>\n

Of the 16 students in the sample \u2014 seven females and nine males, as they were identified \u2014 10 attended Toronto District School Board institutions, five attended Toronto Catholic District School Board and one attended York Region District School Board. A majority of the students were first- and\/or second-generation Canadians and mostly of Asian, white and South Asian descent.<\/p>\n

Worked hard, adjusted to Canada<\/strong><\/h4>\n

Some coverage of these top scholars advanced the narrative that some of their educational aspirations were, in part, motivated by\u00a0the sacrifices their parents made to come to a new country<\/a>.<\/p>\n

One student, an immigrant from Afghanistan, was quoted as saying that\u00a0his goal was to give back to his parents after they fled turmoil<\/a>.<\/p>\n

Another who immigrated to Canada from Turkey about four years ago was said to have learned\u00a0English quickly, worked hard and was able to \u201cadjust to Canadian culture.<\/a>\u201d<\/p>\n

Media narratives<\/strong><\/h4>\n

Implicit in how these stories are framed is the notion that these students\u2019 success is embedded with a commitment to their parents. However, given these students\u2019 achievements, readers should also consider their determination to resist the scourges of inequity, xenophobia and racism.<\/p>\n

Research indicates that information and narratives coming from the media\u00a0influence people\u2019s knowledge, attitudes, interpretations and beliefs about themselves and others<\/a>. These narratives play a role in building and amplifying language and stories\u00a0about people\u2019s lives and how they relate<\/a>\u00a0to the wider world.<\/p>\n

Repeated media presentations often function\u00a0to feed myths, stereotypes and expectations of students based on their background<\/a>.<\/p>\n

STEM study, role of teachers<\/strong><\/h4>\n

In my sample, 15 of the 16 students took at least four of their five or more courses during high school in mathematics and\/or sciences. Eight of them planned to pursue engineering, while three planned on pursuing computer science or program at Canadian universities.<\/p>\n

The positive schooling experiences and educational ambitions of these students could not have been accomplished independent of teachers.<\/p>\n

Many of the students were quoted as saying that it was the relationships they were able to build with teachers that account for their successes.<\/p>\n

One top scholar\u00a0recounted to the Star<\/em><\/a>:<\/p>\n

\u201cI was close to my teacher. We would talk after class and she would give me good feedback. I think it would be significantly harder to get 100 per cent if I had just left as soon as the bell rang. Also, I don\u2019t believe I got 100 per cent on my own effort\u2026.\u201d<\/p><\/blockquote>\n

Another student attributed his\u00a0success to the \u201cmany times\u201d he talked with his teachers<\/a>\u00a0about what he could do to improve on his work.<\/p>\n

Bonuses<\/strong><\/h4>\n

In a situation that would baffle many educators and students, one student even scored 100 per cent, even in English. Indeed, as one reporter asked: \u201cHow does one get 100 per cent in English?<\/a>\u201d<\/p>\n

The students\u2019 accounts point to the key role teachers can play in guaranteeing the outcome some students fervently desire.<\/p>\n

As a student shared:
\n\u201cI\u2019ll let you in on a bit of secret: usually for advanced placement courses, they\u2019re considered much harder than academic courses, so toward the end, they don\u2019t round up your average, but they give you a bonus. I achieved an average really close to 100 already and (100) was guaranteed with my bonus.\u201d<\/em><\/p>\n

Messages to students<\/strong><\/h4>\n

Media coverage on top scholars risks sending the message that maths and sciences are more valued and it\u2019s at least theoretically more possible to achieve perfect grades in those subjects. But as Ontario\u2019s 2010 report on students\u2019 assessment,\u00a0Growing Success<\/em>, noted,\u00a0citing educator Ruth Sutton<\/a>:
\n\u201cIt is worth noting, right from the start, that\u00a0assessment is a human process, conducted by and with human beings<\/a>, and subject inevitably to the frailties of human judgment. However crisp and objective we might try to make it, and however neatly quantifiable may be our \u2018results,\u2019 assessment is closer to an art than a science. It is, after all, an exercise in human communication.\u201d<\/em>
\nWith reference to the issue of grade inflation it was noted that teachers\u00a0\u201capplied less weight to some tests<\/a>.\u201d One student said, speaking on the issue of grade inflation, she finds teachers have been evaluating students \u201cwith a lot of empathy.\u201d<\/p>\n

The high grades allude to\u00a0how positive teacher\u2013student relationships have<\/a>\u00a0a\u00a0cumulative effect across students\u2019 school subjects, and hence on their post-secondary aspirations<\/a>\u00a0\u2014 but we need to be concerned about the relationships that students with low grades have with their teachers.<\/p>\n

Ultimately, as one of the top scholars \u2013 who said that he \u201cfigured out how to succeed within that system\u201d \u2013 told the\u00a0Star<\/em>, \u201cGrades are not a measure of intelligence<\/a>.\u201d<\/p>\n

Grade inflation needs to be examined in a wider context of considering\u00a0the opportunities presented to students or the learning designations applied to them to channel them into particular paths<\/a>\u00a0\u2014 and also how our media landscape affects the lives of youth.<\/p>\n

Author Bio: <\/strong>Carl E. James is Professor, Jean Augustine Chair in Education, Community & Diaspora at York University, Canada<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Schools in the Greater Toronto Area (GTA) are \u201chanding out higher marks than ever before.\u201d This is according to a recent\u00a0Toronto Star\u00a0investigation into grade inflation. It asked: \u201cIs runaway grade inflation holding top students back and setting others up to fail?\u201d The\u00a0Star\u00a0found that data indicate \u201cGrade 12 averages are on a steady slope upwards and […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[12086],"coauthors":[11733],"class_list":["post-66097","post","type-post","status-publish","format-standard","hentry","category-education","tag-grade-inflation"],"acf":[],"yoast_head":"\nAre \u2018top scholar\u2019 students really so remarkable \u2014 or are teachers inflating their grades? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/are-top-scholar-students-really-so-remarkable-or-are-teachers-inflating-their-grades\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Are \u2018top scholar\u2019 students really so remarkable \u2014 or are teachers inflating their grades? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Schools in the Greater Toronto Area (GTA) are \u201chanding out higher marks than ever before.\u201d This is according to a recent\u00a0Toronto Star\u00a0investigation into grade inflation. 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