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(2) I think some practices by some high school teachers exacerbate this
problem. These practices consist of (2a) often assigning more "busy work"
than is necessary. (2b) Allowing students to do "extra-credit-work" to
compensate for poor exam performance.
Teachers often have such high pressure for giving good grades that they tend
to assign a fair amount of easy work, or a fair amount of extra credit work,
so the student can "earn" an A in the course even though the in-class exams
are only passed at the B or C level. In general, this motivates any student
willing to play the "busy-work" game... and I think this is more often
females than males.
My son (David) never did "optional work" because he got A grades on theI'm sorry about the problems your son encountered. There are students like
exams, and didn't see any point in wasting his time with the busy work.
Occasionally he misjudged and received an A- or B+ because he thought he was
going to do better on an exam than he did. Because he did not have a
surplus of "extra credit" his grade-card grades reflect his exam scores,
which I maintain would reflect his actual knowledge base. His overall HS
GPA for four years was 3.75 because he goofed-off considerably as a freshman
and only had about a 3.3 that year. His junior and senior years his GPA was
3.95 (for just those years).