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Thread: Good Grade Bad Grade

  1. #1 Good Grade Bad Grade 
    Forum Sophomore Schizo's Avatar
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    Have you ever thought about how the structure of schooling systems ultimately decides the fate of all its students based on what grades said students receive. We can assume that a normal human mind is built upon reactions to its environment. Certain children grow up in better environments than others while experiencing a variety of circumstances. These children begin school and because of preexisting exposure to various environmental stimuli start off school/ end up while in school losing self esteem in relation to their ability to achieve "good" grades.


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  3. #2  
    Forum Sophomore numb3rs's Avatar
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    i think that no matter what the childs home life or enviorment they grew up in the child can over come these and make a life for him/her self.


    my grammer is not to be made fun of
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    I had a bit of trouble understanding the exact point you were trying to make in this post, but I believe that you were asking about the effects primary and secondary school has upon one's success later in life.

    If this is the case; I believe that high school performance has a profound effect on a child's future, primarily due the effect of grades on university acceptance. Even so, school performance isn't always an accurate indication as to one's future. I have seen a number "C" students end up receiving Doctorate degrees and valedictorians amount to rather boring, dull people.


    Grades mean different things to different people. Some become so stressed over receiving a poor grade that they are actually pushed into believing that they are unable to perform, while many "C" students had little interest to begin with failed to shine not because of self-doubt, but because of disinterest in school as a whole.

    Did I answer your question? I am sorry if I misunderstood your post.
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    Forum Professor Pendragon's Avatar
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    In a way a good grading system can actually make up for social disadvantages. Without it you'd be left with the subjective opinions and impressions of teachers and parents, which are much more influenced by social disadvantages.

    Some observations:

    In the Dutch school system a child gets an advice at the end of primary school for the level of secondary school to follow. This advice is partly the subjective opinions of the teachers, and partly the result of an extended IQ test (about a week long, almost a dozen hour-long tests in total). Some of the kids in my class were from a very advantaged background: rich, highly educated parents. They had a reputation in the class of being talented kids, while there wasn't really any objective base for this (that's how it often goes, you get a reputation and then it becomes a self-fullfiling prophecy). These 'rich kids' got high scores in the teacher's advice, but half of them actually had medium scores on the IQ test. Some kids who were known as lazy bums, often from a relatively disadvantaged background, got much higher scores than people expected from them. From what I later heard the IQ test scores correlated quite well with their performance at secondary school. Two girls with a high teacher's advice but a medium test result were admitted to a high-level secondary school, but they both failed there. Most of the 'lazy bums' with high test scores completed their high-level secondary school and are now at university.
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