Cai,Crum,Duke,Moore1

AmyCai,ErinCrum,MollyDuke&KelseyMoore
Mrs.Hill
EnglishIV
5February2016
Thirtyyearsago,Americashighschoolswereconsideredthebestintheworld,placing
infirstonaglobalscale.NowAmericaplaces36th.Studentsenteringhighschooltoday
experienceadrasticdropinselfesteem,butagradualincreaseoncetheyhavegraduated.As
fellowhighschoolstudents,wearecuriousastowhatcausesboththedropinacademicquality
andinselfesteem.Morespecifically,wefocusedongrades,beingtheoverallsummaryof
academicachievement.Thus,weintroducethequestion,towhatextentisthereacorrelation
betweengradesandselfesteemintheAmericanpublichighschooleducationsystem?While
thereareoutsideforcesthatimpactstudentsselfesteem,thereisastrongercorrelationbetween
selfesteemandgradesintheAmericanpublichighschooleducationsystem.

Scientific & Psychological

Selfesteemaffectsacademicsuccessinhighschoolstudentsthroughouttheirentire
studentcareer.Gradesandselfesteemoftengohandinhand.Lookbacktoatimewhenyougot
areallygoodgradeinaclassyouoftenstruggledin.Whetheritwasaweekagoorfortyyears
ago,I'msureyoucanrememberhowgreatyoufeltafterallofyourhardworkpaidoff.Or
maybeyourememberthatoneclassthatalwaysmadeyoufeelterribleeverytimeyousteppedin
theclassroom.TheResultsofthevariousanalysesandassessmentsinarecentstudy
suggestthatwetrulycannotseparatethecognitiveandaffectivedomains(Schatz,
TheSchool

Cai,Crum,Duke,Moore2

Counselor
).Inotherwords,Schatzsresearchindicatesthatapersonsmentalstateand
productivityaffecteachother.Therefore,itmakessensethatacademicsuccesswouldchangea
personsselfesteem.But,weallcanagreethatonebadgradewon'tmakeyouselfconsciousfor
therestofyourlife.Somethingthatweoftendontlookintoisthefactthataperson'soverallself
esteemaffectstheiracademicsuccessthroughouttheirentirelife.InSchatzsstudyshealso
foundthatstudentswhogained15SEIpointsfromtheOctobertoMayadministrationsofthe
instrumentraisedtheirgradepointaveragessubstantiallyduringthenextyear.(Schatz,The
SchoolCounselor).TheresearchSchatzconductedisimportanttohowweseeschoolsystems.
Maybeastudentisgettingabadgradebecausetheyaren'tconfidentenoughinthemselvesto
encouragethemselvesgetagoodgrade.Anotherresearcher,RedaAbouserie,collecteddataon
studentsusingquestionnaires.Shefocusedmainlyonselfesteemandstressinstudents.
Interestinglyherresearchindicatedthatstudentswithhighselfesteemarelessstressedthan
studentswithlow.(Abouserie,
Taylor&Francis
).WhenyoulookatAbouseriesandSchatzs
worktogetherthereisarealizationthatstudentswhoperformpoorlyinschoolaremorelikelyto
havelowselfesteemandhighstresslevels,whilestudentswhodowellareprobablyless
stressedandhavehighselfesteem.Manythingscanfactorintowhyastudentisstressedaswell
aswhatlevelofselfesteemandacademicperformancetheyhave,butfromtheevidence
provided,itispossibletoconcurthatthesethingsallaffecteachotherinthelifeofastudent.

Startingfromanearlyagestudentsselfesteemisaffectedbygrades,causingthemto
adaptstresslevelssimilarorequaltoadults.Whenstudentsareyounger(mainlyelementaryand
alittleintomiddleschoolyears),theyfocusmainlyonimprovingthemselves.Butastheymove

Cai,Crum,Duke,Moore3

intothelatteryearsofmiddleschoolandallthroughhighschool,itbecomesmorefocusedon
thegrade.Thischangestillstartsatayoungeragethough.Inearlyyearsofschooling,something
occursknownasconditionalpositiveregard(McLeod,
SimplyPsychology
).Hefurther
explainsthisastheeffectofadolescentsgettingpositiveattentiononlywhentheyperform/actin
thewaythatasignificantotherwoulddeemasgoodenough.Totheadolescentsthisreinforces
thattheyareonlyapersonofvaluewhentheyactacertainway,morespecifically,when
achievingAgradesonatest(McLeod,
SimplyPsychology
).Thiseasilycontributestoan
adolescentslowselfesteem.Theystarttobelievetheywontbegoodenoughintheeyesof
thosewhomatteriftheydontdowellenough.Researchshowshowthey[students]willavoid
tryingnewthings(forfearoffailure)andwillgiveupeasily(McLeod,
SimplyPsychology
).
Becauseofthis,thestudentgivesup,actsasthoughgradesdontmatterorthattheydontcare
aboutwhathappens.Theyputupafrontsotospeakandactasifthiswonteffecttheminthe
longrun.Theywillbelievetheycantdoanythingbecausewhentheyoncetried,theydidnt
succeedinawaythatwasgoodenoughforwhotheyweretryingtomakehappy.Thisalsoleads
tohighlevelsofstress.Inasurvey/studydoneby
AmericanPsychologyAssociation
,theynoted
thathighschoolstudentssaidtheyhadstresslevelsfarhigherthanwhattheybelieveishealthy
andtheirreportedstresslevelsevenhigherduringtheschoolyear(APA.org).Theystatedalso
thatteenssaystressishavinganimpactontheirperformanceontheirhome,work,and
school(APA.org).Summarized,thismeansthatitisimportanttonotehowstrongofa
correlationthereisbetweenastudentsselfesteemandtheirgrades.Oneaffectstheotherand
viseversa.Oncetheirselfesteemislowered,theybecomestressedaboutwhattheyneedtodoto

Cai,Crum,Duke,Moore4

getthehighergrade.Whileoutsideforcescancontribute,essentiallyitallleadsbacktothe
selfesteemandthegradesgoinghandinhand.
Thebiggeststressorsinastudent'slifearemostlygeneratedthroughschoolexpectations.
Askanystudentwhattheyareworriedaboutcurrentlyandtheywillprobablyanswerwithatest
comingup,apaperdueinafewdays,oraprojectdueinaweekortwo.Ofcourseitllbe
acknowledgedthatanswerswillcomeupaboutworkorhomelifeorotherthings,butitwill
mainlybeschoolrelated.Theyworryaboutiftheirworkwillbedeemedworthyofahighgrade
orifitwontreachtheexpectationplacedonthepieceofpaper.SaulMcLeodfrom
SimplyPsychology
statesthatpeoplewithhighselfesteemfocusongrowthandimprovement,
whereaspeoplewithlowselfesteemfocusonnotmakingmistakesinlife(Mcleod).Itcanbe
easilyassumedthatmostpeopleduringhighschoolfocussolelyonnotmakingmistakesonthe
thingstheyturnit.Butthiscausesthemtohaveenormousamountsofstress.Inanarticletitled
AreTeensAdoptingAdultsStressHabits?
,theAmericanPsychologyAssociationstates:
Tenpercentofteensreportreceivinglowergradesthantheyarecapableofduetostress.
Morethanhalf(59percent)ofteensreportthatmanagingtheirtimetobalanceall
activitiesisasomewhatorverysignificantstressor.Duetostress,40percentofteens
neglectedtheirresponsibilitiesathomeand21percentsaythesameaboutworkorschool
responsibilities.Twentysixpercentreportsnappingatorbeingshortwithclassmatesor
teammateswhenunderstress.Almost3in10,or29percentofteens,reportgeneral
procrastinationduetostress.Socialinteractions,relationshipsandeventsoftenoccupy
muchofteenslivesand78percentreportthathavinggoodrelationshipswithfriendsis

Cai,Crum,Duke,Moore5

veryorextremelyimportanttothem.Despitethis,stresscaused17percentofteensto
cancelsocialplanswithfriendsorfamilyinthelastmonth.
Thesestatisticsshowhowmuchofastressorgradescanbeonindividuals.Itcausesthemtoact
outinwaystheyprobablynormallywouldntordelaytheprocessesofimportantthingsthatneed
tobedone.Theybegintofeeldownaboutthemselvesbecausetheyfeelasiftheiracademic
accomplisheswontmeanasmuch.Thisultimatelycausesthemtobeutterlytroubledbyany
levelofwhattheydeemasfailure.Thesepeopleexaggerateeventsasbeingnegativeandare
morelikelytoexperiencesocialanxietyandlowlevelsofinterpersonalconfidence
(
SimplyPsychology).
Thisisdetrimentaltoanyone,severelyruiningapersonsoutlookonlife
andeventsthatwilloccur.Theybegintohaveaverynegativemindsetthatbecauseoftheir
grades,whatevertheytrytodowontbeadequatetowhatisexpected,leavingthemtohavea
negativelookonthemselvesasaperson.StudentsatauniversityinEnglandwereaskedtotake
questionnairesonwhatcausedthemstressintheirlives.Thequestionnaire,whichincludednot
onlyacademicstressorsbutalsolifestressors,indicatedthatexaminationsandexamination
resultswerethehighestcausesofstressinstudents.(Abouserie,
Taylor&Francis
).When
youngadultshavemorestressthanadultsthathavetoworktopayforafamilyandahousethere
isaproblem.Iftheheartoftheproblemistheschoolsystem,whyarewewaitingtofixthe
problem?Studentsaredamagingtheirhippocampusduetotheamountofstressmanyofthemgo
through.Thehippocampusisthepartofthebrainthatworkswithlearningandmemory.Stressis
makingithardforstudentstolearnandisloweringtheirselfesteem.Allofthesefactorsput
togethermakeitseemimpossibleforstudentstoperformwellacademicallywiththissystemset
inplace.

Cai,Crum,Duke,Moore6

Gender
Genderisamajorfactorthatcontributestoselfesteemandacademicachievement.
Whilesomemaythinkthattherearenodifferencesintheselfesteemofdifferentgenders,
researchindicatesthatstudentsdealwithstressdifferently.AccordingtoMohammadAryanain
hispublishedwork
RelationshipbetweenSelfEsteemandAcademicAchievementamongst
PreUniversityStudents
:
Numerousdifferenceshavebeenfoundbetweenmalesandfemalesintheirlevelof
selfesteemduringadolescencebecausetheytendtoadoptgenderstereotypes.
Specifically,maleselfesteemsarethoughttobemoreimpressedbygoalscharacterized
byinterdependenceandsensitivity.thedifferenceinselfesteemcanleadtodifferencein
academicachievementbetweenboysandgirls.Ithasbeenrevealedthatgirlsdobetterin
school,gethighergrades,andcangraduatefromhighschoolatahigherlevelthanboys.
Culturally,kidsaresculptedwithgenderrolesandschemasthatportraygirlsasmoreacademic
andconscientiousaboutwork,whileboysaremorephysicalandlessacademic(Grimm).When
dealingwithschool,girlstendtointernalizethegradestheyreceive,whileboystendtoblameit
onsomeotherforcesoractout(Grimm).Inthesurvey
HowGradesAffectSelfEsteem
conductedbyKelseyMooreatNorthOldhamHighSchoolinGoshen,Kentucky,59%of
femalesratedtheirselfesteemas5(medium)orlower,andover95%saidtheimpactofgrades
ontheirselfesteemis5ormore(Moore).About43%ofmalesratedtheirselfesteemas5or
lower,and100%saidtheimpactofgradesontheirselfesteemis5ormore(Moore).Finally,

Cai,Crum,Duke,Moore7

thesurveyshowedthat100%ofbothandneithergendersratedtheirselfesteemas5orlower
andscoredtheimpactgradeshaveontheirselfesteemas5ormore(Moore).Consideringboth
thegenderrolesandschemasaswellasthepersonalinformationprovidedbystudents,itishard
tooverlookthestrongcorrelationbetweengenderandselfesteemandthegradesofhighschool
students.
Similarly,gradesandselfesteemarepositivelycorrelatedforallgenders.Accordingtoa
highschoolpsychologyteacheratNorthOldhamHighSchool,gradesareadoubleedge
swordtheycanbeabuilder,butalsodamagingtoselfesteem(Grimm).Thequestionof
whetherornotgradesaffectselfesteemhasleadtoamyriadofpublications.Accordingto
MohammadAryanas
RelationshipbetweenSelfEsteemandAcademicAchievementamongst
PreUniversityStudents
,
Studentsthatgethighergradestendtodevelophigherlevelsofselfesteem.
Additionally,theresultsfoundthatincreasesinselfesteemarepositivelycorrelated
withincreasesinacademicachievement.Theyexhibitedthatstudentsgradepoint
averagesboostwhentheyacquiremorepointsonaselfesteemquestionnaire.[The
results]demonstratedthatexperiencingsuccessorfailureconsistentlyisextremely
importantasitaffectsonesselfesteemandselfconcept.
Aryanaalsofoundthat[thereisa]significantdifferencefoundforacademicachievement
betweenmaleandfemalestudents(Aryana,
RelationshipbetweenSelfEsteemandAcademic
AchievementamongstPreUniversityStudents
).Ontheotherhand,othersmaysaythatwhile
gradesplayahugepartinselfesteem,theresmoretoit(Grimm),andthatacademic
motivationmaybethecauseofthedifferenceinacademicachievement[andthat]thedifferences

Cai,Crum,Duke,Moore8

inacademicachievementcanberootedfromtheirmotivationinsteadoftheirselfesteem
betweengirlsandboys(Aryana,
RelationshipbetweenSelfEsteemandAcademicAchievement
amongstPreUniversityStudents
).But,previousresearch...foundthatgenderdifferencewas
significantwhentheinfluenceofmotivationonacademicachievementwasevaluatedinmale
andfemalestudentsHence,itcanbesaidthatselfesteem[plays]animportantrolein
determining[students]academicachievement(Aryana,
RelationshipbetweenSelfEsteemand
AcademicAchievementamongstPreUniversityStudents
).Therefore,thecorrelationsbetween
gradesandselfesteemforallgendersareunanimouslypositive.

The Impact of Culture

Astrongcorrelationbetweengradesandstressexists,especiallyinminorities.Foryears
thereisarunningstereotypewhichexplainsthatdependingonyourrace,willresultwhat
academicachievementsyouwillandneedtosucceed.Thequestionishowmuchofitistrueand
whatisthefactsbetweentheconnectionofgradesandastudentsracialculture.Malcolm
London,ayoungmemberandcochairofanationalorganizationofblackactivistsand
organizers,describesinhispresentationthatanaveragehighschoolcultureislikeanocean
(London,TedTalk)ofadolescents.Thatthroughouthighschoolwearetrainedtoaccomplish
variousthingsandyetnevertaughthowtoswim(London,TedTalk).Theunspokenyetdefined
segregationamongststudentshavestrictlines.Itissimplefactthattherearelevelsstudents
canonlyreachandberespectedasaverageiftheyrereceivingaboveaveragegradesinan
honorsclass,insteadofaregularclass.Londoncontinuestoemphasize,mostlyonthefactthat
studentstendtostressoverhomework,textbooks,andtesttakingincludingthefactthathow

Cai,Crum,Duke,Moore9

thisaffectsstudentsbecausesomestudentshomeisworkandsotheresapointwheretheres
justnomotivationtopickuptheirassignment.AbigailThernstrom,anAfricanAmericanauthor,
writesinnumerouspiecesbutherpersonalpassionofwritingisnarratingandanalyzingthe
statisticsandtheimpactoftheAmericanEducationSystemandAfricanAmericanstudents.She
pointsoutthattheaverageAfricanAmericanseventeenyearoldcouldreadnobetterthanthe
typicalwhiteelevenyearold(Thernstrom,HooverInstitution).Dataalsoshowsthatthroughout
highschool,AfricanAmericanstudentstendtobebehindfromtherestoftheclass,averaging
about90%ofblackstudentsbeingatthebottom1/5gradesoftheclass.(Thernstrom,Hoover
Institution)Multipletimesshementionsreasonsorotherfactorsthatcausetherelationshipin
gradesandrace.Howmostcaseswhenastudentdoesntdowellduringhighschool,whichleads
tolesscapabilityofhelpingoutwiththeirownhomes,inmostcasesbecauseofthestressand
pressureoftryingtocatchupwiththeirpeerscausesdifficultiesforthestudents.Thereare
studiesoncaseswhereanAfricanAmericansingleparenthomesusuallyleavesstudentswith
evenlessacademicachievements.Manysingleparentscantaffordbettereducationliketutoring
orextraclassestohelptheirchildrentoimproveoutsideofclassandcatchupwiththerest.With
thesemanyfactorstyingastudentsgradepointaverageandtheirrace,itleadsThernstromto
concludethatthemainexplanationsaresimplyblackpoverty,racialsegregation,andinadequate
fundingforblackpredominantschools.However,giventhefactsthatshedidresearch
extensivelyinthetopic,shedoesnotgointothementalandpsychologicalviewpointofbeing
partofAfricanAmericancultureandhowittiesinastudentslifeandgrades.

Cai,Crum,Duke,Moore10

Whileestablishingacorrelationbetweenstressandgradesindifferentcultures,itis
importanttoclearlydefinethecultureandtounderstandtheissue.MatthewLynch,theauthorof
TheCalltoTeachandeditorof
TheEdcovate
,explainthethreemostcommonandknown
theoriesthattiesthecorrelationofgradesandculture.Hegivesthreedifferenttheoriesandthree
differentexamplestosupporthisargument.Culturaldeficittheory,howthelinguistic,social
andculturalnatureofthehomeisthebackboneofastudentslevelofdevelopmentexpectedfor
school.Supportingwithhisexampleofastudentsvocabularydevelopmentdoesntreach
requirementbecauseofthemmaynothavingmanybookstoreadorbereadto.Nextis
expectationtheory,howateachersoftenexpectationofastudents,basedontheircertainracial,
ethnic,andculturalbackgroundsshapestheirteachingstyletomatchwiththeirlowered
expectationofstudents.LynchprovidesthePygmalioneffectstudywhereagroupofteachers
studentsimprovedbothacademicallyandsociallybecausetheteacherswerefalselyinformed
thattheirstudentsweredueforanintellectualgrowthspurt.Culturaldifferencetheory,where
studentsculturalsettingsaffecttheirapproachofeducationandlearningindifferentaspects.
Takinguponallthesedifferenttheories,wecanatleastcometotheconclusionandsolutionthat
teachersshouldincorporatedifferentteachingmethodsthataccommodatemultiplebeliefsand
cultures.Requiringteacherstodevelopunderstandingofstudentsculturesandhavehigh
expectationsforherwholeclassgivingthemmotivationtoreachtheirfullpotential,butstill
acknowledgingtheirstudentsasindividuals(Lynch,HuffingtonPost).However,onecould
counterLynchsargumentofadjustingthepublicschoolteacherstobegivenmorethingstotake
accountfor,tojusthavepeoplefromthosesameculturestobeanoutsidesourceof
developmentalassistance.Havingthosewhoareexperiencedandactuallydounderstandthose

Cai,Crum,Duke,Moore11

differingcultureshelpstudentsnotstrugglethroughouttheirschoolyears,wouldmakethejob
forbothstudentandteacheraneasiertimetokeepaccountofeveryfactor.Tocounter,many
timesastudentsculturemayaffecttheirlearningspeed,methods,andpreferenceswhichwould
leavetheminunfairdisadvantages.

Conclusion
Inconclusion,thecorrelationbetweengradesandselfesteemaremuchgreaterthanany
otherknowncorrelation.Theimpactofagradecancompletelyliftastudentuporcompletely
ruintheperceptionofthemselves.Astudentsperceptionofhimself/herselfalsogreatlyimpacts
theirgrade.Withthemultitudeofevidenceused(suchasresearchstudies,interviews,and
surveys),itiseasytoseefrombeginningtoendtheeffectgradeshaveonstudent.Itwouldbe
impossibletodenythatoutsideforcesdonotplayaroleinapersonsselfesteem,butitiseasier
toseehowgradeshavemoreofanimpact.Becauseofthisresearch,itisalsoimportanttolook
intothefutureonbetterwaystosolvethisdownwardspiralofapairing.Tobetteronewould
meantobettertheother,whichisultimatelywhateveryoneshouldlooktodointhefuture.

Cai,Crum,Duke,Moore12

Works Cited

Abouserie,Reda."SourcesandLevelsofStressinRelationtoLocusofControlandSelfesteem
inUniversityStudents."Taylor&Francis.29Sept.2006.Web.11Jan.2016.<
http://www.tandfonline.com/doi/abs/10.1080/0144341940140306#/doi/abs/10.1080/0144
341940140306
>
Aryana,Mohammad.RelationshipbetweenSelfEsteemandAcademicAchievementamongst
PreUniversityStudents.JournalofAppliedSciences,10:24742477.Article.
Http://scialert.net/abstract/?doijas.2010.2474.2477
.Publisher,23August2010.Web13
January2016.
"AreTeensAdoptingAdults'StressHabits?"AmericanPsychologyAssociation.2013.Web.10
Jan.2016.<
http://apa.org/news/press/releases/stress/2013/teenstress.aspx
>.
Bremner,J.Douglas."DoesStressDamagetheBrain?"ScienceDirect.1Apr.1999.Web.13
Jan.2016.<
http://www.sciencedirect.com/science/article/pii/S0006322399000098
>
ElizabethL.Schatz,JamesD.Wiggins,andRichardW.West.
TheRelationshipofSelf
esteemtoGrades,AchievementScores,andOtherFactorsCriticaltoSchoolSuccess
TheSchoolCounselor41.4(1994):239244.Web.11Jan.2016.
<
http://www.jstor.org/stable/23900414?seq=3#page_scan_tab_contents
>
Grimm,Craig.HowGradesImpacttheSelfEsteemofDifferentGenders.Interview.
Questioner,KelseyMoore.14January2016.Writtenandaudio.
Hirsch,BartonJ.,andBruceD.Rapkin.TheTransitiontoJuniorHighSchool:A

Cai,Crum,Duke,Moore13

LongitudinalStudyofSelfesteem,PsychologicalSymptomatology,SchoolLife,and
SocialSupport.ChildDevelopment58.5(1987):12351243.Web.Jan.8
<
http://www.jstor.org/stable/1130617?seq=1#page_scan_tab_contents
>
London,Malcolm."HighSchoolTrainingGround."8May2013.Lecture.
Lynch,Matthew."ExaminingtheImpactofCultureonAcademicPerformance."TheHuffington
Post.TheHuffingtonPost.com,28Oct.2011.Web.13Jan.2016.
<
http://www.huffingtonpost.com/matthewlynchedd/educationculture_b_1034197.html
>

McLeod,Saul."LowSelfEsteem."SimplyPsychology.2012.Web.10Jan.2016.
<
http://www.simplypsychology.org/selfesteem.html
>
Moore,Kelsey."HowGradesAffectSelfesteem."Survey.www.surveymonkey.com.Publisher,
13June2016.Web,13June142016.
Porensky,EmilyK.."Stress."Appraisal,andcoping725(1984).Web.14Jan.2016.
<
https://ccme.osu.edu/WebCastsFiles/562The%20Management%20of%20Stress%20%2
02.pdf
>
Thernstrom,Abigail."TheRacialGapinAcademicAchievement."HooverInstitution.6June
2002.Web.13Jan.2016.
<
http://www.hoover.org/sites/default/files/uploads/documents/0817998721_259.pdf
>.

Cai,Crum,Duke,Moore14

Interviewquestions
1. S:Whataboutgradesstressyouout?
2. Howstressedareyou?
3. Whatmakesyoustressedingeneral?
4. Whatisthemoststressfulthinginyourlife?
5. Howdoesstressaffectyourselfesteem?
6. Whatdoesyoureverydaylifeinclude?
7. Howdoesyourscheduleaffectyourstresslevel?
8. Whatdoyouthinktheproblemiswithgrades?
9. Whatcanbedonetofixtheproblem?
10. Whatlevelofselfesteemdoyouthinkyouhave?
11. Whataffectsyourselfesteem?
12. S+T:Doyouthinkthegradingsystemisappropriateforschool?
13. Howdogradesaffectthehealthofstudents?
14. Howwouldyouchangethecurrentgradingsystem,andyouthinkthereisapossibilityof
puttinganewgradingsysteminplace?
15. Whatcanbedonetofixtheproblemofstressandlowselfesteeminstudentsbesides
changingthegradingsystem?
16. Doyoubelieveitwouldbebeneficialforstudentstohaveadifferentgradingsystem?
17. Inwhatwaydoyoubelievegradesandselfesteemcorrelate?

Cai,Crum,Duke,Moore15

18. IsthereanythingIhaven'taskedthatyouwouldliketosharewithme?

19. Howdoesstressaffecttheimmunesystem/healthofstudents?
20. Howwouldyouchangethecurrentgradingsystem,andyouthinkthereisapossibilityof
puttinganewgradingsysteminplace?
21. Inyouropinion,howaregradesaffectingstudents?
22. Whatdoyoubelieveaboutgrades?
23. Doyoubelieveitwouldbebeneficialforstudentstohaveadifferentgradingsystem?
24. HowdootherschoolsstresslevelscomparetoNorthsstresslevel?
25. Inwhatwaydoyoubelievegradesandselfesteemcorrelate?
26. IsthereanythingIhaven'taskedthatyouwouldliketosharewithme?

Wallacequestions

27. Whatdoyoubelieveaboutgrades?
28. Inyouropinion,howaregradesaffectingstudents?
29. Inwhatwaydoyoubelievegradesandselfesteemcorrelate?
30. Inyouropinionisthegradingsystemflawedwhyorwhynot?
31. Doyouthinkthegradingsystemisappropriateforschool?
32. Doyoubelieveitwouldbebeneficialforstudentstohaveadifferentgradingsystem?

Cai,Crum,Duke,Moore16

33. Howwouldyouchangethecurrentgradingsystem,andyouthinkthereisapossibilityof
puttinganewgradingsysteminplace?
34. Whatcanbedonetofixtheproblemofstressandlowselfesteeminstudentsbesides
changingthegradingsystem?
35. IsthereanythingIhaven'taskedthatyouwouldliketosharewithme?