Should participation be a major deciding factor in a student’s grade? Should two students who receive the exact same grades on tests and homework be given different overall grades due to effort? In the case study involving Leigh Scott, a mainstreamed student is given a whole letter grade higher than an average student because he participated more and brought his materials to class. In my opinion, I believe participation should be a deciding factor in a student’s grade, but should not alter it a whole letter grade.

            Leigh’s student Aaron did have the right to come to her and ask why his grade reflected that of a lower grade than another student who Aaron claims “did the same amount of work.” He also blames his teacher of basing her grades on racial favoritism. He thinks he’s being discriminated against and that the “white kid” received the higher grade. Although I believe this may have been a bit of an extreme reaction, I do believe that there was favoritism. Leigh obviously felt compelled to have her mainstreamed student, Dale, excel while in an average-level class. She most likely had an obligation to not only her student, as well as the student’s previous remedial teacher that she was friends with. I believe that personal feelings should not have come into the educational spectrum. If Dale was not doing as well as his classmates, I think he should have been moved into a lower class in which he may not be as challenged, but would excel.

            Although I do not agree with Leigh’s decision to give Dale a better grade just because he brought his school supplies, I do agree to a certain degree with giving students a grade for participation. I strongly feel that participation can enhance a students learning and when they get involved they feel as though they are a part of the subject and absorb it more thoroughly. I think that Dale should have received a better participation grade than Aaron did if he answered questions. However, the case study says that neither of the students answered unless they were called on. Yet, Dale learned “teacher-pleasing behaviors” such as looking attentive and bringing supplies. He shouldn’t have been given a better grade if he did not participate any more than Aaron did, even if he did look like he was paying attention. If Aaron was not attentive and did not bring his books or supplies, perhaps Leigh should have pulled him aside after class and addressed the issue then instead of blind-sighting him when it came time for grades.

            In regards to Leigh handling the meeting with Aaron about his grades I think she should talk to him about improving his classroom behavior and to work on bringing his book, either by offering him to leave it at school or coming up with a grading system in which the whole class will get a grade by bringing their books. I also think she should offer him an extra credit assignment or project that he can do in order to raise his grade. I do not however, think that she should apologize for grading Dale less rigorously than Aaron. Although I do not agree with how she handled her grading, by apologizing to Aaron, she will just appear weak or passive and that should not be how a teacher is presented to their students.

            I believe effort should be rewarded. Perhaps in math problems partial credit can be given for attempting a problem; or a decent grade given to an English paper if it had the basic principle and had few errors. However, when it comes to American History, the subject taught by Leigh Scott, I think it is a cut and dry area that does not allow for a great margin of error. Perhaps Leigh thought she was doing the right thing in rewarding her mainstreamed student Dale for his effort and giving him a better grade; but if the same amount of work was done as another student, then he should have had the same grade. No ifs, ands, or buts’ about it.