1.
This study seems predicated on the belief that one of the primary purposes of grades should be to discriminate & stratify our students. #GradeInflation to some may be purposeful instruction & assessment to others. #edchat https://t.co/zlNzUz2HWe
— Jason Jaffe (@JasonJaffe) September 25, 2018
2.
Our new report highlights five aspects of grade inflation that teachers, parents, administrators, & policymakers ought to consider when using student grades to inform practical decisions, as well as changes in state and local policy. https://t.co/CQl71qhcMj #GradeInflation pic.twitter.com/ocRjMDz2u1
— Fordham Institute (@educationgadfly) September 25, 2018
3.
Great job again @Maggie_Fisch! This podcast with Professor Tom Solomon provides great insight into @BucknellU's new GPAM tool, which provides perspective to #GPA and helps combat #gradeinflation. https://t.co/e2tiESn2G5
— Mike Ferlazzo (@MikeFerlazzo) September 25, 2018
4.
Fordham’s new report highlights 5 aspects of grade inflation that #teachers, administrators, and policymakers ought to consider when using grades to inform practical decisions, as well as changes in state and local #EdPolicy. https://t.co/Q2eEZTlIp2 #GradeInflation #eddata pic.twitter.com/JDA2Xl5Lid
— The Hunt Institute (@Hunt_Institute) September 25, 2018
5.
Our new report finds that from 2005 to 2016, more grade inflation occurred in schools attended by more affluent students than in those attended by less affluent ones. https://t.co/CQl71qyNDR #GradeInflation pic.twitter.com/bc1gFLP1sG
— Fordham Institute (@educationgadfly) September 25, 2018
6.
Two thirds of parents believe their child is “above average” in school—but only a third of high school graduates are ready for college-level courses. What’s behind this disconnect? #GradeInflation https://t.co/CbnTEyjeD6
— Fordham Institute (@educationgadfly) September 25, 2018
7.
Similar to our recent study on #GradeInflation, @TNTP's latest report finds that many students who are meeting the demands of their assignments—and getting good grades—aren't prepared for college-level work. #TheOpportunityMyth pic.twitter.com/CJsqlgzPxx
— Fordham Institute (@educationgadfly) September 25, 2018
8.
Similar to our recent study on #GradeInflation, @TNTP's latest report finds that many students who are meeting the demands of their assignments—and getting good grades—aren't prepared for college-level work. #TheOpportunityMyth pic.twitter.com/CJsqlgzPxx
— Fordham Institute (@educationgadfly) September 25, 2018
9.
It’s getting harder and harder to assume that an A still represents excellence. And that’s a real problem. We explain why in our new report: https://t.co/CQl71qyNDR #GradeInflation pic.twitter.com/DVNNFlDsFr
— Fordham Institute (@educationgadfly) September 25, 2018
10.
Study: #GradeInflation More Prevalent at Wealthy Schools, Where Parents Have Greater Ability to Game the System @The74 https://t.co/AIhWz94UrS #SCEPFP #edchat
— SC Education Policy Fellowship Program (@PolicySc) September 24, 2018
11.
Study: #GradeInflation More Prevalent at Wealthy Schools, Where Parents Have Greater Ability to Game the System @The74 https://t.co/qgjUVFbOuG #SIC #edchat
— SC-SIC (@SCSIC) September 24, 2018
12.
As grades inflate, standardized tests keep us grounded | The Thomas B. Fordham Institute https://t.co/rQDq3c3zy3 #SIC #edchat #GradeInflation
— SC-SIC (@SCSIC) September 24, 2018
13.
It’s getting harder and harder to assume that an A still represents excellence. And that’s a real problem. @educationgadfly explains in their new report: https://t.co/urXgxv5tjF #GradeInflation
— Thomas R. Burns (@ThomasRBurns) September 24, 2018
14.
Grade inflation can lead to many negative consequences. We explain in our latest report: https://t.co/CQl71qyNDR #GradeInflation @PIEnetwork @edu_post @educationweek pic.twitter.com/TDofBvtE2e
— Fordham Institute (@educationgadfly) September 24, 2018
15.
Bizness as usual, huh? :) Thousands more A’s fill report cards in suburban Md. school system https://t.co/aascZGUlP1 #education #gradeinflation @Teachbad
— Debbi Mack (@debbimack) September 24, 2018
16.
Our latest study compares students’ course grades to grades on end-of-course exams. In addition, we compare ACT scores to cumulative GPAs. Here’s what we found. https://t.co/CQl71qyNDR #GradeInflation pic.twitter.com/xz3qYPFb3a
— Fordham Institute (@educationgadfly) September 24, 2018
17.
Reversing #GradeInflation can help students reach their potential. More from @MichaelPetrilli and Amber Northern here: https://t.co/CbnTEyjeD6
— Fordham Institute (@educationgadfly) September 23, 2018
18.
Grade inflation can have many implications for schools. We explain in our new report: https://t.co/CQl71qhcMj #GradeInflation pic.twitter.com/Y0gm58yH2J
— Fordham Institute (@educationgadfly) September 23, 2018
19.
Here are three recommendations from our latest study on #GradeInflation: https://t.co/CQl71qyNDR @chiefsforchange @CCSSO @Ed4Excellence pic.twitter.com/znXJkCQ6rT
— Fordham Institute (@educationgadfly) September 22, 2018
20.
Grade inflation is not a “myth:” More than one-third of B students fail to demonstrate proficiency on their final exam. https://t.co/CQl71qyNDR #GradeInflation pic.twitter.com/s2D0EueB92
— Fordham Institute (@educationgadfly) September 22, 2018
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