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Thank you, Norm, for giving me the opportunity to share ideas with you.

I have a lot of conversations about grades with students wanting to go into medicine or law professional/graduate programs. Obviously programs with competitive admissions have to find some way to make cuts, and grades/GPA is an easy way to do that. Most students I speak with are concerned because they didn't do well in a course and retook it for a better grade, and they're concerned that a program will look negatively on the first grade, even though it's no longer counting in their GPA calculation. Also, some students do really well in the courses for their major or post bachelors program, but have not done so well in a general education course, or elective course, and they're concerned how that may negatively impact them. I frame my conversation similar to what you have shared here about averaging grades. If I'm on the admission review for a medical school, I don't care if it took a student two chances to successfully master chemistry, as long as they did master it. I also talk about how grades don't come with commentary; they're just a letter. Students may have gotten B grades when they could have gotten A grades if they weren't also working full time, caring for a family member, dealing with physical or mental health challenges, struggling with housing and/or food security, etc, so it's important for students to put their grades/performance into context through personal statements.

Very well done. There’s no greater feeling than seeing a student you’ve worked with, or mentored, or challenged, be successful. Thanks for being a great teacher to do many.

Great information.

Well done. I've heard of that Blissfield place before.