Good Grades Are Nice - But Mastery Is Better
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Good Grades Are Nice ?" But Mastery Is Better
Summary
Growing up, nothing matched the thrill of bringing home a report card with good grades. Though I was never a straight-A student, I earned my fair share of As and Bs, along with a few Cs and Ds. My parents closely monitored my grades, questioning any that were low and encouraging me to improve if I wasn’t meeting my potential. Today, good grades remain a standard benchmark for student promotion. High-achieving students in high school particularly strive for excellent grades in challenging courses, knowing these will influence their college admissions. However, two questions arise: does every recipient of a good grade truly deserve it, and do grades accurately reflect a student's ability?
Mastery Over Grades
In my freshman year of high school, I struggled with Algebra I despite having a fantastic teacher who did everything possible to help me succeed. Unfortunately, I failed the class. My dad insisted I attend summer school instead of retaking it the next year. During summer school, I finally grasped the subject matter and felt I had truly mastered it, earning a C. In my sophomore year, I took Algebra II and achieved an A ?" an A that felt genuinely earned because I understood the material.
The Meaning Behind Grades
Students can earn an A for many reasons. They may work hard, benefit from a lenient teacher, cheat on tests, or participate in group work where everyone receives the same grade. Over the past two decades, grading has become more lenient, with teachers rarely failing students. Parental pressure and administrative directives to avoid failing grades have contributed to this trend. Parents worry that anything less than an A could impact their child's class ranking and college prospects. Meanwhile, teachers fear that too many low grades suggest poor teaching.
Grades vs. True Mastery
Society often views good grades as a measure of success. However, current research indicates that true mastery is shown when students can retain information 24-48 hours after a test. For instance, a student who receives an A on a WWII test might not have truly mastered the content unless they can demonstrate retention days later, a practice unlikely to be adopted by schools.
A Real-World Example
A friend's son, now at Dartmouth College, didn’t focus on grades. Instead, he prioritized learning and understanding the course material. His good grades were a byproduct of his commitment to learning. He evaluated what he could gain from each class, regardless of the teacher’s quality. He worked hard to master the content. Successful individuals value knowledge above grades and strive to learn as much as possible. While grades create competition, and good colleges are filled with diligent students, true mastery and understanding are the ultimate goals for those committed to lifelong learning.
Conclusion
While receiving an A is rewarding, its true value lies in the mastery of the material. Excellent students understand that grades merely indicate their understanding of the content. True success is measured not by the grade itself but by the knowledge and skills retained long after the test is over.
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