Grading Scale

  • Grades are given quarterly. In addition to term grades, a student will receive a year-end summative grade and, for those courses giving final exams, a final exam grade at the end of the course. Newton South High School calculates an unweighted grade point average (GPA). GPA is computed three times:

    • After the second term of junior year (includes grades from the end of sophomore year and the first two quarters
      of junior year).
    • At the beginning of senior year.
    • After the first two terms of senior year.

    GPA does not include the ninth grade year, Wellness courses, any course with level P-F, classes taken during summer school, or classes taken at other institutions.

      4.0 = A   2.7 = B-   1.3 = D+
      3.7 = A-   2.3 = C+   1.0 = D
      3.3 = B+   2.0 = C   0.7 = D-
      3.0 = B   1.7 = C-   0.0 = F

    Grading scale for 2020-2021

    Due to the challenges of COVID-19, a different grading scale was applied to the 2020-2021 school year only.

    A: (Advanced) Student engages fully with the material and with the classroom community, uses feedback to improve
    performance, reflects on growth, and is able to independently and consistently demonstrate knowledge and mastery of
    skills.

    B: (Proficient) Student engages significantly with the material and with the classroom community, uses feedback to
    improve performance, reflects on growth, and is able to independently demonstrate knowledge and mastery of skills.
    Student may demonstrate some inconsistency in different skill or content areas.

    P: (Emerging) Student demonstrates proficiency in learning with teacher and or peer guidance and feedback. Student
    needs to show more consistency and independence in foundational knowledge and skill use. Student may also engage
    partially with the material and the class community, sometimes using feedback to improve performance and reflect on
    growth.

    NG: (Beginning) Student shows limited to no engagement with the material and class community. There is not enough
    work to elicit meaningful feedback from the teacher, providing little to no opportunity for growth, and there is minimal
    evidence of development of targeted skills.