Because each student is unique, teaching and learning cannot be a standardized process. The goal is to instill a love of learning accompanied by the inner reward of mastering new materials and meeting new challenges. Grades are an inexact, although helpful, teaching tool and are only one measure of a student's progress and performance. Too much emphasis on grades may discourage a student from consistently putting forth his/her best effort or from risking new approaches. Making mistakes is a necessary component of academic progress; accepting mistakes as essential to the learning process is a goal at every grade level in the Anthony School.
Academic performance and classroom behavior are reported as satisfactory, improving, or needing improvement in first through third grades. In fourth grade, percentages are included for a few specific subjects such as math and spelling. A combination of letter grades and percentages is used in fifth through eighth grades. At all levels, a cumulative portfolio of each student's work is kept as a record of progress and academic proficiency.
Percentage equivalents are as follows:
94 - 100 = A
87 - 93 = B
76 - 86 = C
70 - 75 = D
Below 70 = F
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