A recent New York Times article highlights an increasingly popular way of reporting academic performance, standards-based report cards.  Rather than the congenital A, B, C, D, and F grades (given by subject in the aggregate), students are assessed on their performance on specific skills against appropriate grade-level expectations.

While the article focuses a good deal on the backlash and challenges resulting from this change, we should not confuse this reaction with the merit of the system.  By examining the development and use of specific skills against a well articulated rubric,  teachers, parents, and, most importantly, students are better able to target instruction where needed and set goals for improvement.

Ultimately, the assignment of grades needs to be more than a reward system for completion of activities; it should be about the achievement of outcomes.  Measurement must not just serve the purpose of articulating what has happened, but also provide the context for improvement.  Clearly the road will be bumpy.  There will be confusion, cultural backlash, and poor implementation.  But standards-based report cards are a step in the right direction.