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Not Your Mama's Report Card

Posted by on in Assessment
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What if old-fashioned report cards made a come back? Going back to my parents' generation, they were a combination of grades and hand-written comments. Those comments gave teachers the opportunity to personalize what they shared with parents. All of this was in the pre-computer dark ages. And no matter what grading system was used, everyone knew the goal was to be like the residents of Garrison Keillor’s Lake Wobegon where “all the children are above average.”

My granddaughter’s report card came home with her just before spring break. My daughter glanced at the numbers to make sure there was nothing below “3” (meets grade level standards). Then she looked briefly at the standardized comments generated by the computer from what must be a long list. And then, after telling her child she was proud of her, she put it in a drawer.

At first glance, my granddaughter’s report card did not seem that different from the ones I remembered from my children’s era. Students received ratings in the same categories: Reading, Language Arts (combined in the new card), Math, Social Studies, Science, Fine Arts (separated into art, drama, and music on the new card), Physical Education, and “Homeroom” (still personal development and work/study habits). Within each category on the old-style report card, my kids could be rated between 1 (excellent) and 5 (needs improvement). On the 2015 version, there were 4 choices of “content standards,” ranging from 4 (exceeds grade level standards) to 1 (not making satisfactory progress toward meeting grade level standards). 

There was a major difference, however. All of my children’s report cards were written by hand. Of course, like my parents and grandparents before me, I skimmed over the array of letters and numbers. But what really meant the most to me as a parent were those hand-written teacher comments:

“She is a good role model and is sensitive to others. It’s fun to watch the confidence grow.”

“A good aptitude for math and related concepts. Works well independently.”

“I’m very pleased with her creative writing.”

“She is well liked by her peers as well as the adults who work with her.”

“She contributes much to the overall tone of the room.”

“I’m really going to miss her (end of second grade) but I know she’s ready to move on.”

“Cursive writing will need more attention.”

I had to include the last one as proof she wasn’t perfect. 

I was not naïve. As a former teacher and current preschool director, I knew teachers had phrases they repeated from child to child. I also knew that having to create their own set of these comments and apply them to each individual student showed that my children’s teachers saw my kids as unique little people. 

Flash forward 30+ years. Ironically, we are looking at the same school and the same grade, but this time the report card comments belong to my daughter’s daughter. And here are the “comments” my granddaughter received:

(97) Respects classroom environment (she received this one under several headings)

(100) Has a positive attitude (same with this one)

(30) Reads extensively (nothing new here since this happens mostly at home)

(25) Grasps new ideas readily 

Maybe it’s the numbers. Maybe it’s the absence of a human’s handwriting. Maybe it’s the fact that someone at a higher level (The school district? The State? A report card generating company?) created these comments. They are nice but relatively meaningless to the parent who reads them. 

I suspect these report cards take even more of a teacher’s time than the ones that allowed for personalized comments. Now we have computers, which enable teachers to say both more but ironically mean less on a child’s report card. Judging from the numbered comments, there were over 100 options from which the poor teacher had to choose. It would have been faster and more meaningful to write a couple of sentences.

If you dig deeper, the new report card tells parents even less than the one I received for my kids. In many cases, there is no option for a child to receive anything higher than “3” (meets standards). For example, in Mathematics, a child can’t exceed standards in things like understanding place value, knowing basic addition and subtraction, or telling time. Since this is what they learn in second grade, and they are not exposed to anything more, if they can do these things they earn a “3.”  Same thing is true of Science where students are only expected to develop questions, collect data, record their work, and communicate results to others. If a child does these things, that’s a “3.” How would a parent know if her child was particularly strong in math or science given the criteria listed under these subjects? 

Perhaps this type of report card is just a reflection of where we are as a society regarding education. Standards show the parent what the typical second grader needs to know, and that is important. With grade level expectations and standardized comments, however, there is no opportunity to indicate anything personal about a child. Does she work really hard to get those “3’s” or could she be challenged even more? Is there anything special about her? Does anyone care?

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Laurie has been an early childhood administrator, advocate for children and families, teacher, and community leader for over 30 years. Her passions, aside from her 8 grandchildren, are education (with a focus on including children with special needs), empowering parents and teachers, and creating caring and just school communities. She also blogs for ChicagoNow, Huffington Post and AlterNet. Her work has also been featured in The Washington Post and The Forward. In her pre-blogging life, she was founding director of Warren W. Cherry Preschool in Evanston, Illinois, an innovative developmental early childhood program that includes and celebrates all children.

Laurie's personal experiences as a parent, grandparent, and family member of children with special needs, as well as her years as an educator, school administrator, and community volunteer, have made her an advocate for the rights of those who cannot speak for themselves. She writes to empower parents and educators to make their voices heard. She writes to restore developmentally appropriate practices to education. She writes to seek justice for parents and children crushed under the heel of the educational-industrial complex. Laurie's dream is to create caring and inclusive school communities in which all children can learn and thrive outside the box.

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Guest Sunday, 11 December 2016