Proposal Memo Addressing Unequal Grading Policies And ESL St

Proposal Memo Addressing Unequal Grading Policies and ESL Student Support

Dear Professor Fielden,

We are students from San Diego State University, and during our studies, we have identified a significant issue within our academic environment related to the inconsistency in grading standards across different professors and the challenges faced by ESL (English as a Second Language) students. In this proposal, we aim to outline this problem and propose comprehensive solutions that can foster fairness, improve educational quality, and support ESL students' academic success.

The core of the problem lies in the variability of grading policies and course contents implemented by different instructors. This inconsistency often results in students selecting courses based on perceived ease rather than instructor expertise or course quality. Students who enroll early tend to research professors’ grading tendencies through online reviews, seeking to take simpler classes, which consequently disadvantages students who enroll later and may face more rigorous assessments. This creates an unfair academic environment where course difficulty is inconsistent, and students' efforts are not equitably evaluated.

Furthermore, ESL students encounter additional difficulties due to language barriers, which are often overlooked in traditional grading systems. When ESL students are evaluated on the same criteria as native speakers early in their academic careers, their performance may unjustly suffer, not due to lack of understanding but because of language proficiency challenges. This injustice hampers their academic progress and confidence, potentially leading to higher dropout rates or reduced academic achievement.

Proposed Solutions

To address these interconnected issues, we propose a standardized approach to grading policies and course content across departments. Standardization would entail establishing uniform grading criteria and assessment methods agreed upon by faculty within each discipline. Implementing standardized tests and evaluation metrics could further ensure fairness and transparency in grading, mitigating biases arising from instructor subjectivity.

Specifically for ESL students, we recommend introducing a differentiated grading policy during their initial year, where assessments are adjusted to better reflect their language development stage. This could involve offering alternative assessments, language support resources, and flexible grading criteria to accommodate their unique needs. Additionally, providing ESL students with a second chance to retake courses without penalty could significantly enhance their learning outcomes and confidence.

Benefits of the Proposed Measures

Implementing standardized grading policies will cultivate a more equitable academic environment where students are evaluated primarily on their knowledge and skills rather than perceived instructor biases or course difficulty disparities. This fairness will encourage students to focus on learning rather than strategic course selection based on grading leniency, ultimately improving the overall quality of education and student satisfaction.

The standardization will also benefit ESL students substantially. By adjusting grading policies for their initial academic years and offering retake opportunities, these students can better address language barriers, improve their understanding, and achieve higher academic performance. Over time, this support will foster greater retention rates and academic success, integrating ESL students more effectively into the university community.

Conclusion

In conclusion, establishing uniform grading standards and providing tailored support for ESL students is crucial for fostering fairness and academic excellence at San Diego State University. We believe these changes will lead to a more equitable, supportive, and high-quality educational environment that benefits all students regardless of their background or timing of enrollment. We appreciate your time and consideration of our proposal and hope it will prompt meaningful reforms in our university’s academic policies.

Sincerely,

Dan Wang, Jixiang Wang, Yuan Wu, Weilin Huang

References

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