Moving Away From Class Rank

Does Class Rank truly tell the whole story for college admissions?

Why move away from Class Rank?

…because rank is misinterpreted, it can negatively impact students and taint the school atmosphere.

Why Change? – Reason #1

• The reliance on class rank in college admissions is misleading and fosters student behaviors that we educators view as counter productive to the learning environment. These include:

(1) Avoidance of challenging classes that might impact GPA/Rank.

(2) Excessive competition with classmates.

(3) An unwillingness to take an intellectual and academic risk.

(4) Increased pressure from students and/or parents to inflate

and/or change grades. (See chart on next slide)

College Ratings of the Importance of Various Factors in the Admission Decision: Fall 2007

Considerable

Moderate Limited None

Grades in college prep 79.9% 14.4% 2.9% 2.7%

Strength of curriculum 63.8 23.9 8.0 4.3

Admission test scores 58.5 30.9 8.0 2.7

Grades in all courses 51.6 40.1 6.1 2.1

Essay or writing sample 25.8 37.9 19.9 16.4

Class rank 23.4 43.8 23.4 9.4

Demonstrated interest 22.0 30.3 23.9 23.9

Counselor recommendation 21.1 40.4 28.1 10.4

Teacher recommendation 20.8 40.0 28.6 10.5

Interview 10.8 23.7 35.8 29.8

Subject test scores (AP, IB) 6.8 32.2 34.9 26.2

Extracurricular activities 6.5 45.7 32.8 15.1

SAT II scores 6.2 13.8 28.2 51.8

State graduation exam scores 4.4 13.7 28.7 53.3

Work 1.9 24.2 46.8 27.2

Why Change? – Reason #2

• Class rank is based on the assumption that all students are taking the same courses taught by the same teacher. This is not true. Students take varying classes, from various teachers and courses are taught on varying levels. Using class rank in this system can bring about inequities.

Why Change? – Reason #3

• Cumulative grade-point averages may include courses from other accredited educational organizations or other high schools whose grading policies are not in alignment with ours. Including these courses in the calculation of class rank is inherently unfair.

Why Change? – Reason #4

• Without reporting class rank, college admissions offices are forced to review more important factors, such as:

(1) Rigor of the student’s curriculum

(2) Student’s activities and accomplishments

(3) Test scores.

Why Change? – Reason #5

• Although college admission offices frequently use class rank as a clear marker for admission; rank is never entirely reliable. Grade changes for one student affect the entire class and the number of students in the class is fluid. Both of these factors make rank less than reliable.

• Thus by moving away from class rank we are causing admission offices to take a closer look at our students.

Why Change? Reason #6

• Many schools that have changed to the Laude System are reporting higher standardized test scores (ACT/SAT)

• Students are applying to and being accepted to “high profile” colleges.

Nationally and Statewide the Change is Coming

• According to a recent report by the National Association for College Admission Counseling (NACAC) – Nationally, 55% of the high schools do not report class rank and this percentage is growing yearly.

Change is Coming (cont.)

• Closer to home, here are a few of the Wisconsin schools that have moved away from class rank:

• Madison West• Edgewood High School

• Verona High School• Neenah• Superior

• Whitefish Bay High School

Our Laude System Policy

• Beginning with the Class of 2011 (current sophomores), the Laude System will replace the present class rank system. Class rank will not be routinely provided to colleges for admissions purposes. The transcript will report the student’s cumulative grade point average with an accompanying Laude point score and distinction. A cover letter will be provided to the colleges explaining our Laude System.

Laude Overview• We are proposing (a change to) the Laude System because it

allows us to recognize and encourage students to take appropriate courses that will better prepare them for the future. This system is a point based system that gets combined with a students GPA, under our normal grading scale. This system will reward a student for taking designated honors courses and will earn the student 1 honor point (per semester) or .5 honor point (per semester) for taking designated honors courses. (Please note that a student must successfully complete the course to earn honors points.) Under the current proposal, students taking Advanced Placement Courses or Project Lead the Way Courses will receive 1 honor point per semester for each of these courses taken. For all other courses designated as Advanced Standing or Honors, the student will receive .5 an honors point per semester. (The reason for the difference is that AP and PLTW courses require the teachers to attend special advanced training and the curriculum is nationally audited for rigor.)

Laude Overview (cont.)

• It is our hope that this system will be a fairer system and will allow the recognition of a wider range of students. Under the Laude system students must meet two criteria – under our present proposal the student must minimally have a 3.2 C.G.P.A and have earned a minimum of 5 honors points. Once a student meets these requirements they can earn one of the following distinctions:

• Cum Laude (With honor/distinction), • Magna Cum Laude (With great honor/distinction)• Summa Cum Laude (With highest honor/distinction).

Laude Overview (cont.)

• To Qualify for Cum Laude or Higher: A student must have a 3.2 cumulative GPA and have earned a minimum of 5 Honor Points (tentative).

• Who will the Laude System start with: The committee is proposing that this policy will start with the 09-10 school year and will start with the present sophomore class (Class of 2011). Designated Honors courses already taken by a student in the class of 2011 or 2012 will be grandfathered in. (In reviewing the designated honors offerings, this will have a minimal impact in the final outcome.)

Laude Overview (cont.)

• All State Honors Scholarship: Will be determined by the student(s) with the highest Laude point total. The tie breakers will be as spelled out in Board Policy 345.52 (Present wording will need to be changed to reflect the Laude System.

• 3 Graduation Speakers: The Class President will do one speech, with 2 at large speakers coming from the pool of students that have earned Summa Cum Laude. This pool of students will be asked if they are interested in speaking and if they agree they will be placed on a ballot and voted on by the senior class and the HS Faculty.

• Distance Learning Courses – Will only be considered if they are offered through River Valley High School or the course has been approved through the AP Audit as a certified Advance Placement Course.

Courses and proposed Courses with Laude Point Distinction

AP and PLTW courses = 1 honor point per semester for each course completed and passed

AP Offerings – U.S. HistoryEnglish CompositionChemistryEnvironmental ScienceCalculusProbability and Statistics

PLTW Offerings - IED – Intro. to Engineering DesignPOE – Principles of Engineering

Courses and proposed Courses with Laude Point Distinction (cont.)

Adv. Standing and Depart. Designated Honors Courses = ½ honor point per semester for each course completed and passed.

Advanced Standing Offerings – Animal Health and Nutrition (All presently offered) Crop and Soil Science (#Being revised by MATC) Accounting 1

Accounting 2 Computer Business Applications

1&2 Communication for Success# Electronics Independent Auto Technology Transportation Welding 3

Courses and proposed Courses with Laude Point Distinction (cont.)

Proposed Honors Offerings – Foreign Language – *Spanish 3/4/5 and *French 3/4Math – *Math 4 and *Algebra 2Science – *Physics and *GeneticsArt – AP Art History and AP Studio ArtEnglish – *Accelerated English 9 and 10Social Studies – *World HistoryMusic – AP Music Theory, Senior Honors Band and ChoirTech Ed. – PLTW CIM (*Presently Offered)

Will Colleges Accept This System?

• Yes – without the neat indicator of rank admissions officer will have to look closer at applicants and consider the following:

• Rigor of curriculum• Test Scores• Recommendations• High School Record• Talents and Activities• Mitigating Factors• Personal Essays

Will this Help or Hurt our Students?

• Based on the information we have gathered from other schools who have moved away from Class Rank – the resounding answer is that it will help.

• This new system will cause colleges to look beyond class rank and take a closer look at the students full body of work.

• Other schools have seen a higher acceptance rate to colleges and especially to the more competitive colleges.

In Conclusion

• High Schools must find a way to make colleges look beyond a student’s class rank and to make them more aware of students’ achievements and future potential (advice from the College Board).

• The system we are proposing will do this, and gives colleges a clearer picture of a students’ academic rigor/achievement.

In Conclusion (cont.)

• The statistical shortcomings of high school rank are enough in themselves to make the use of rank in a college admission dubious.

• We can provide admissions offices with well documented information that places the student’s performance and accomplishments in context of his or her opportunities without jeopardizing their chances of admission to appropriate post secondary institutions.