1. Kerri Largo

2. Is there value to a weighted grade system? Do these systems truly benefit students? Does a numeric distinction in coursework truly reflect curriculum? Do students plan coursework properly when systems such as these are in place? What implications can this system have on future student achievement

3. In an effort to develop the most attractive college applications, students strive to improve their grade point average and class rank. When student choose their high school courses, do they truly select the classes that will most benefit them and their future? Or does the system inspire a numbers game? While plenty of research exists on GPA and class rank, the underlying weighted grade system has not been examined.

4. Students avoid weighted classes in an effort to boost their un-weighted GPA and class rank, avoiding challenging classes that may provide college preparatory opportunities. Students predominantly take weighted classes to boost their weighted GPA and class rank, often neglecting classes that may be career or interest focused.

5. According to Lang 2007, “the majority of high schools (in the sample) place additional weight on advanced placement and, at times, honors courses. However, this is typically done using methods that have flaws including inequitable premiums, rewarding students for doing less, and confusing and conflicting information.”

6.  While 92% of high schools report class rank, schools utilize a variety of methods in calculating class rank. And, when it comes to admissions, colleges are not consistent (NACAC 2007).  Studies have been done on SAT and GPA correlation on grade success in college (Bridgeman 2008)

7.  There is no conclusive evidence, according to one study, that correlates GPA to job success. (Roth1996)  69% of reported schools will offer AP courses to any student irrespective of “prior achievement.” (Iatarola, 2011)

8.  PHASE 1 – SYSTEM INVESTIGATION Obtain data from schools and districts How weighted grades are determined How GPA and rank are calculated with weighted grades Curriculum for weighted and non-weighted classes

9.  PHASE 1 – SYSTEM INVESTIGATION This will first be used to determine the scope of further research. After obtaining this information, the investigation may take on another focus! Questions to answer: What systems are in place? What procedures are in practice? What curriculum differences exist between the two classifications of classes?

10.  PHASE 2 – STUDENT DATA Obtain student data from schools and districts Weighted GPA and class rank Non-weighted GPA and class rank Any other related data that I can obtain (race, transcripts, standardized test scores, ACT scores, college attendance) This information would be utilized to recognize any numerical or systematic patterns. Questions: Are the ranks parallel? Are there any influences related to the ranks? Any differences or noticeable observations? What differences exist between schools?

11.  PHASE 3 – COLLEGE DATA Obtain data from college admissions Latest admissions practices in place The components and value do class rank, GPA, and weighted classes play in admissions calculations

12.  PHASE 3 – COLLEGE DATA This information would be utilized to provide a greater understanding as to the need for weighted grade systems and implications on students. Questions: How important is class rank (weighted/non- weighted) in current admissions? How do colleges view weighted classes?

13.  PHASE 4 – STUDENT TRACKING AND SURVEY Track student data High school and college (transcripts, GPA/rank) Survey students (Qualitative) Motivation for classes taken Goals students had/have set Viewpoint on grades and weighted grade classes Social implications perceived by taking weighed/nonweighted classes

14.  PHASE 4 – STUDENT TRACKING AND SURVEY Students divided into three categories:  Predominantly weighted classes taken  Predominantly non-weighted classes taken Variety of classes taken Questions: What successes and failures are observed? How are students choosing their high school coursework? Do college students feel they took the most appropriate classes for their success? Do students capitalize on a weighted grade system? Are there any social or emotional implications with taking, or not taking, weighted classes?

15.  What implications could this research have on school districts and colleges?  Will the findings cause educators to re-think this system, as they have with grading practices and class rank?  Are there systems that do work and others that do not?  What challenges or obstacles will be faced when attempting this study?  Is this too large of a system with far too many variables to draw a reasonable conclusion?

16.  Approval to proceed with this research  Establish relationships to begin research and obtain necessary data  Continue to research literature that may assist in addressing the core question  Using preliminary data to further structure and define my analysis

17.  When investigating the system as a whole, what other perspectives or areas of opportunity might you suggest?  With the variety of roles and perspectives within this class (within education and parental), what are your thoughts on a weighted grade system?  What questions arose as you examined my research and process? THANK YOU FOR YOUR TIME AND INPUT!