This New York State school developed a program that improved student attendance. The program required no additional funding but specified that students be grouped by attendance and that special techniques be employed to supervise and monitor them. (MD)

Computer-generated report cards must be analyzed, evaluated, explained, and acted upon in the same manner as any other professional report. Followup with analysis and recommendations combining information and professional advice must occur. Five helpful suggestions are included. (MLH)

Lack of knowledge and interest in grading translates into a serious information breakdown in education. Reforming classroom assessment and grading practices will require educators' commitment to professional development, classroom-relevant training programs, help from professional organizations and testing experts, a coordinated vision,…

Good grades on a report card do not necessarily mean the material has been comprehended. This article examines the relative worth of grades; extra credit assignments; categorizing students into A, B, or C boxes; and the role of parental pressures for higher grades. Grading systems should be subordinate to true learning motivation. (MLH)

An essential element of middle schools is a student evaluation procedure compatible with students' needs. The key features of such a marking and reporting system are outlined. (MLF)

Argues that current grading practices in some schools lack consistency in several critical areas, including criteria for failure, absolute or relative standards, and motivation of slower students. Policies are suggested that will help educators develop fairer and more humane marking systems. (TE)