000			02315cam a2200349 i 4500
999			_c399 _d399
001			20480898
005			20251027105637.0
008			180503s2019 cau b 001 0 eng
010			_a 2018021314
020			_a9781506391571 (pbk. : alk. paper)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
043			_an-us---
050	0	0	_aLB3051 _b.F44 2019
082	0	0	_aGrad 371.26013 _bF312 2019
100	1		_aFeldman, Joe, _eauthor.
245	1	0	_aGrading for equity : _bwhat it is, why it matters, and how it can transform schools and classrooms / _cJoe Feldman.
264		1	_aThousand Oaks, California : _bCorwin, a SAGE Publishing Company, _cc2019.
300			_axxviii, 266 pages : _cillustrations (some color)
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
520			_a"For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teachers' incorporate subjective and non-academic criteria into their grades (through criteria such as student attitude, "participation", and "effort"), and how approach to grading contributes to these same students' disproportionately high course failure rates and disproportionately low placement in advanced academic tracks"-- _cProvided by publisher.
650		0	_aGrading and marking (Students) _zUnited States.
650		0	_aDiscrimination in education _zUnited States.
650		0	_aMinority students _xRating of _zUnited States.
650		0	_aEducational equalization _zUnited States.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cCIR