Achievement in American Schools
In Alfie Kohn’s essay titled “From Degrading to De-grading,” Kohn states, “A B in English says nothing about what a student can do, what she understands, where she needs help” (240). This hypothetical student, Kohn argues, is being hurt by the traditional grading system in American schools. As Kohn continues in the essay, he makes a strong argument against the aforementioned grading system in American schools. He states that the system hurts the way students and teachers view achievement (238-47). The argument presented in Kohn’s essay is well-founded. The grading scheme damages the way students and teachers view achievement in many aspects of school. Comparatively, many professionals in the field of education argue that students should not look to grades to understand how well they are doing in school. Dr. Ryan Stanley and Dr. Debra Slaughter are both educational professionals who share this point of view. Consequently, grading should not be used to define achievement in American schools. Instead, an American student should feel achievement in school after mastering a skill, overcoming a challenge, and connecting with others.
Students should experience a feeling of achievement after working hard to master a skill. Instead of working to achieve an A in a class, kids should be focused on completely grasping a concept or task. An example of a school that adopted this way of thinking is the LEAD Innovation Studio in Kansas City, Missouri. The majority of student work at the institution is project based. Unlike coursework in traditional schools, these projects can be submitted more than once (Stanley). This allows students to focus on the quality and understanding of their work. Dr. Ryan Stanley, principal at LEAD, says, “If you struggle with something, you can always resubmit.” The main objective of these projects is to learn and show mastery of content, not to earn a grade (Stanley). LEAD is not the only school with this mindset towards achievement. Liberty Oaks Elementary School, located in Liberty, Missouri, has an administrator who shares similar views to Dr. Stanley. Dr. Debra Slaughter, principal at Liberty Oaks, describes her school’s philosophy towards learning: “Our philosophy we are trying to move to is not a grade but are the students proficient in what they are learning.” Dr. Slaughter wants to prepare students for the future by making the school as close to real to life as she can. Using this mindset, the elementary school can make students more interested in their work and become lifelong learners (Slaughter). Both LEAD and Liberty Oaks have chosen to implement a positive view of what it means for students to achieve at school. Scholars at these institutes are focused on mastering the skills they are learning instead of earning a good grade. However, mastering skills is not the only way schools should define achievement.
Students, when faced with a challenge, should be able to persevere and feel accomplished at the end of their journey. Alfie Kohn states, “Grades tend to reduce students’ preference for challenging tasks” (239). In other words, students who attend schools where grades are highly emphasized will never try to tackle challenging tasks in their schoolwork. Instead, students will try to complete curriculum that is the easiest to receive a high grade. As a result, these students will never experience a true feeling of achievement because they have never conquered an arduous project. In contrast, schools that push students to meet challenges with great tenacity will allow kids to feel success. Dr. Stanley of LEAD states, “We don’t believe in failure.” Students at LEAD are pushed to their limits and expected not to be complacent. Not allowing students to fail does not mean that LEAD makes school easier for its students. Instead, students are pushed until they succeed. The less students worry about earning a good grade, the more pupils can push themselves to triumph even when faced with difficult work at school, which rewards students with a feeling of accomplishment. Another way American students can achieve a feeling of accomplishment is by working with their peers.
Students who connect with their classmates, especially when completing coursework that requires more than one person, will have a firm grasp of achievement. A group project that brings out the positive aspects of all group members will leave students feeling powerful and talented. I have experienced the power of connecting with fellow classmates a number of times in my leadership class. In the class, we are tasked with planning pep rallies before sporting events. These rallies require every member of the class to work together and utilize many different skills. An example of just how well we need to work together occurred recently at the first pep rally of the 2017-18 school year. Usually, we have the same teacher lead the pep rally while my classmates and I work to make sure all the games and presentations during the event go smoothly. Unfortunately, no one asked the usual teacher to announce at this particular rally. Instead, a few others from leadership class and I were forced to announce the rally ourselves. Rather than panicking and allowing the quality of the pep rally to suffer, we worked together and were able to put on one of our best rallies ever. All the games and events throughout the rally went smoothly, and the crowd’s energy level was high. At the end of the rally, I felt a sense of accomplishment unlike any I have ever experienced after getting a good grade. Similar emotions should be felt by all students across the country. Classmates must be allowed to combine their skills to accomplish a goal. If schools allow students to do this, their scholars will know real achievement.
American students should be empowered by their schools to define achievement not through grades, but rather through mastery, perseverance, and cooperation. If an institution pushes its students to focus on this definition of achievement, the members of the school will be pushed to dig deeper into their school work and make memories with their fellow classmates. Alfie Kohn was right in his essay “From Degrading to De-grading.” A grade in English class does not tell an outsider much about that particular student. Instead of pushing students to associate good grades with doing well in school, American institutes of learning should push students to truly achieve.
Works Cited
Kohn, Alfie. "From Degrading to De-grading." Acting out Culture. 3rd ed. N.p.: Bedford St. Martin's, 2015. 238-47. Print.
Slaughter, Debra. Google Hangout Interview. 2 Nov. 2017.
Stanley, Ryan. Google Hangout Interview. 30 Oct. 2017.
Students should experience a feeling of achievement after working hard to master a skill. Instead of working to achieve an A in a class, kids should be focused on completely grasping a concept or task. An example of a school that adopted this way of thinking is the LEAD Innovation Studio in Kansas City, Missouri. The majority of student work at the institution is project based. Unlike coursework in traditional schools, these projects can be submitted more than once (Stanley). This allows students to focus on the quality and understanding of their work. Dr. Ryan Stanley, principal at LEAD, says, “If you struggle with something, you can always resubmit.” The main objective of these projects is to learn and show mastery of content, not to earn a grade (Stanley). LEAD is not the only school with this mindset towards achievement. Liberty Oaks Elementary School, located in Liberty, Missouri, has an administrator who shares similar views to Dr. Stanley. Dr. Debra Slaughter, principal at Liberty Oaks, describes her school’s philosophy towards learning: “Our philosophy we are trying to move to is not a grade but are the students proficient in what they are learning.” Dr. Slaughter wants to prepare students for the future by making the school as close to real to life as she can. Using this mindset, the elementary school can make students more interested in their work and become lifelong learners (Slaughter). Both LEAD and Liberty Oaks have chosen to implement a positive view of what it means for students to achieve at school. Scholars at these institutes are focused on mastering the skills they are learning instead of earning a good grade. However, mastering skills is not the only way schools should define achievement.
Students, when faced with a challenge, should be able to persevere and feel accomplished at the end of their journey. Alfie Kohn states, “Grades tend to reduce students’ preference for challenging tasks” (239). In other words, students who attend schools where grades are highly emphasized will never try to tackle challenging tasks in their schoolwork. Instead, students will try to complete curriculum that is the easiest to receive a high grade. As a result, these students will never experience a true feeling of achievement because they have never conquered an arduous project. In contrast, schools that push students to meet challenges with great tenacity will allow kids to feel success. Dr. Stanley of LEAD states, “We don’t believe in failure.” Students at LEAD are pushed to their limits and expected not to be complacent. Not allowing students to fail does not mean that LEAD makes school easier for its students. Instead, students are pushed until they succeed. The less students worry about earning a good grade, the more pupils can push themselves to triumph even when faced with difficult work at school, which rewards students with a feeling of accomplishment. Another way American students can achieve a feeling of accomplishment is by working with their peers.
Students who connect with their classmates, especially when completing coursework that requires more than one person, will have a firm grasp of achievement. A group project that brings out the positive aspects of all group members will leave students feeling powerful and talented. I have experienced the power of connecting with fellow classmates a number of times in my leadership class. In the class, we are tasked with planning pep rallies before sporting events. These rallies require every member of the class to work together and utilize many different skills. An example of just how well we need to work together occurred recently at the first pep rally of the 2017-18 school year. Usually, we have the same teacher lead the pep rally while my classmates and I work to make sure all the games and presentations during the event go smoothly. Unfortunately, no one asked the usual teacher to announce at this particular rally. Instead, a few others from leadership class and I were forced to announce the rally ourselves. Rather than panicking and allowing the quality of the pep rally to suffer, we worked together and were able to put on one of our best rallies ever. All the games and events throughout the rally went smoothly, and the crowd’s energy level was high. At the end of the rally, I felt a sense of accomplishment unlike any I have ever experienced after getting a good grade. Similar emotions should be felt by all students across the country. Classmates must be allowed to combine their skills to accomplish a goal. If schools allow students to do this, their scholars will know real achievement.
American students should be empowered by their schools to define achievement not through grades, but rather through mastery, perseverance, and cooperation. If an institution pushes its students to focus on this definition of achievement, the members of the school will be pushed to dig deeper into their school work and make memories with their fellow classmates. Alfie Kohn was right in his essay “From Degrading to De-grading.” A grade in English class does not tell an outsider much about that particular student. Instead of pushing students to associate good grades with doing well in school, American institutes of learning should push students to truly achieve.
Works Cited
Kohn, Alfie. "From Degrading to De-grading." Acting out Culture. 3rd ed. N.p.: Bedford St. Martin's, 2015. 238-47. Print.
Slaughter, Debra. Google Hangout Interview. 2 Nov. 2017.
Stanley, Ryan. Google Hangout Interview. 30 Oct. 2017.