A parent submitted this newsletter column by Coeur d'Alene Charter Academy Principal Dan Nicklay and we thought we'd share it with readers. What do you think? Are schools devaluing grades, and is that having a broader impact on society? - Mike Patrick, editor

By DAN NICKLAY

Academic Rigor: The Academy was founded specifically to combat the increasing problems of grade inflation and lowering standards. We flatly reject the practice of grading based on perceived effort, instead focusing on real accomplishment and demonstrated mastery of subject matter measured against a high, objective standard. Students can expect challenging coursework and a demanding workload focusing on both core knowledge and higher-order reasoning skills. These demands will require an exceptional work ethic on the part of the student.

This excerpt from our Foundational Values document gives a good example of what makes the Academy different. If you pay attention to education issues, you are certainly aware of the national problem of grade inflation. A grade of A is awarded for doing everything the teacher assigns; a B, then, is for doing most of what a teacher assigns, and making minimal effort results in a C.

The problems with such a system are many. For example, if merely meeting requirements merits an A, what grade does outstanding work receive? The misguided effort to raise students’ self-esteem by giving unrealistically high grades has resulted in the devaluation of grades. In other words, being an “A student” has ceased to be much of a distinction. Schools and teachers find themselves in the position of either issuing A+ grades for great work (colleges don’t recognize an A+, by the way) or suffering the wrath of parents accustomed to straight-A report cards.

It is into this mess that Dr. Proser waded when he determined it was necessary to, in his words, “reestablish the ‘C’ as an average grade.” If you look at every report card you ever received as a student, and every report card your children have brought home, you will see that C denotes “Average.” And yet, I am told over and over by parents and students that “everybody gets an A” is the model that is often followed.

It can be difficult, even for parents who believe grade inflation is a problem, to accept that first Academy B (or worse). We believe, however, that it is vitally important that we reserve the distinction of an A for superior work, in order to ensure that it truly is a distinction. Further, we believe that true self-esteem comes not from being given a high grade, but from perseverance and achievement. To label mediocre work as superior is to encourage and accept mediocrity from our students.

My mother told me many years ago that I would appreciate my education more (and my car) if I paid for it myself. As unpleasant as that proposition seemed at the time, I now believe it utterly. We value what we have to work for. The harder we have to work for that car, that championship, or that diploma, the more we will value it. To paraphrase Dr. Proser, the joy of slam-dunking over your little sister is short-lived. Our record indicates that our students’ hard work pays off when they pursue higher education, as well. Academy graduates have been accepted into the most prestigious schools in the country, and they do it without the benefit of inflated grades.

Thank goodness for mothers who make us pay our own way, and for a school that makes students earn their self-esteem.

Dan Nicklay is principal at Coeur d’Alene Charter Academy.