The Study
In this study, S. E. Phillips, professor of counseling, educational psychology and special education in the College of Education at Michigan State University, focuses on issues raised in a recent legal challenge in which the parents of a learning disabled student, who has received all As and Bs in special education courses at an elementary school level, are arguing that the student should qualify for graduation from high school with honors. This case raises issues about the appropriateness of calculating weighted grade point averages based on course difficulty, appropriate requirements for honor roll status versus qualification for graduation with honors and the meaning of rigorous standards for all students.

The Findings
At present there is no universal agreement about how grades should be assigned, and courts have been reluctant to interfere with grading decisions. At issue is whether the Americans with Disabilities Act requires that standards be changed for students with disabilities. An honors designation has generally been associated with high standards of academic excellence, often earned in advanced level work. Changing the requirement from high school level proficiency to elementary level proficiency could be viewed as substantial modification rather than the reasonable accommodations that the law requires. Schools are advised to determine whether in their system grades will have differential value based on the difficulty of the courses attempted and to decide what standards will be used to determine eligibility for graduation with honors.

What It Means to You
As schools seek to deal equitably with all students, potential employers and institutions of higher learning, increased attention must be given to the matter of grading, standards and awarding of special distinctions such as graduation with honors. School people need to have thoughtful discussions about the meaning of reasonable accommodation and consider its implication for programs affecting both regular and disabled students. Should grades represent achievement of specified outcomes, the effort expended by the student during the course or the amount gained over a period of time? Schools need to identify accommodations that can and will be provided to disabled students and have clearly stated policies related to standards, grading and recognition distinctions. Schools have a duty to clearly communicate these policies to special education parents.

More Information
Consult Phillips, S. E. (1997). “Standards and Grading for Disabled Students,” Parts I and II, NCME Newsletter.

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