Key Questions
1. How did teachers use Gradebook—Chicago Public Schools (CPS)’s electronic grade tracking system—in ninth-grade math classes in CPS in the 2016–17 school year?
Overview
In this short report, we explore teachers’ use of Gradebook—Chicago Public Schools (CPS)’s electronic grade tracking system—in ninth-grade math classes in CPS in the 2016–17 school year. This technical report concludes one phase of a larger Consortium study of gender differences in CPS ninth-grade math courses. The results of that study will be published separately in summer 2022.
Key Findings
- Most teachers customized category titles.
- Most teachers used two or three grading category families.
- In sections that used mastery-based and weekly category families, almost of all the final grade was determined by those category families. In other sections, assessments had the highest weighting.
- On average, all category families included many tasks; the exception was in the weekly category family, where typically only four tasks contributed to final grades.
- Sixty-five percent of sections used the Gradebook default weighting algorithm.
- Students on the cusp between two grades were much more likely to receive the higher grade than the lower grade.
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