An extra grade boost is always nice. It feels good to have a cushion — percentage points to fall back on if an assessment doesn’t go well or the will to complete homework assignments is lacking. Thus, when it comes to extra credit opportunities, it seems almost all students are on the same page; we find them academically reassuring, a force of good. Teachers, however, are more divided.
According to an article from the Education Week newspaper, while some educators view extra credit as a means to increase student involvement and application, others view it as an inequitable and even harmful academic concept. Debates over the ethics and non-standardized accessibility of extra credit continue to emerge in educational settings, and the complexities of the topic are worth considering.
For instance, if two professors teach the same course, but only one offers extra credit opportunities, is it fair? Or, if extra credit is offered for participating in an event or activity that costs students money, is that equitable? Is offering extra credit for things unrelated to the course topic allowed, even if it otherwise increases students’ community/academic engagement?
Debates regarding whether extra credit encourages or discourages students to apply themselves academically also exist. Too much cushioning may lead to decreased motivation to complete graded assignments, but, on the other hand, extra credit opportunities that promote real-world concept application can greatly enhance educational retention; Helena Riha, a lecturer at Oakland University, states that when offered extra credit opportunities, “students engage with the material beyond the assigned coursework, which helps reinforce their understanding of concepts taught in class.”
So, it all boils down to a singular question: What are the rules? Right now, administrators usually offer teachers individual discretion when it comes to formulating their extra credit policies. The state guidelines for grading are extremely vague; California Education Code 49066 simply states that “in the absence of clerical or mechanical mistake, fraud, bad faith or incompetency,” teachers’ grades are final. This general restriction leaves a lot of room for individual interpretation, and as a result, extra credit emerged in accordance with individual preferences and the personal biases of each teacher. In concept, there is nothing wrong with extra credit. However, stricter guidelines should exist for its employment.
Firstly, extra credit should not and legally cannot be offered for activities that cost students money, like visiting a museum, which requires purchasing a ticket, or attending an event with paid admission. Although technically not mandatory, costly extra credit is still a violation of California’s “free school guarantee,” a “guarantee under the California Constitution [that] prohibits charging students any fee, charge or deposit for curricular, extracurricular, credit or non-credit activities that are part of the District’s or a school sites’ educational program,” as described by the RBUSD school district itself. Forcing students to open their wallets for extra class points threatens equal education access. Every student has a unique financial situation, and these circumstances should have as minimal an impact as possible on their academics. Additionally, extra credit should be standardized in same-subject classes. Teachers who teach the same subject and use the same rubrics to grade students should also have the same extra credit policies.
Generally speaking, extra credit should be used as a tool; a way to get students involved with subjects outside of the classroom or to encourage learning outside of the standard curriculum. But, if used too freely, extra credit is an obstacle to education. Teachers must understand that, if they choose to offer them, extra credit opportunities should be relevant, require a commendable amount of additional effort, and be accessible to all students.
Successful implementation of extra credit policies in school curriculum can be seen in the Advanced Placement Environmental Science (APES) department at RUHS. Extra credit takes the form of volunteer opportunities, offered periodically throughout the year and available to APES students of all class periods and teachers. Through these extra credit opportunities, students are able to volunteer at local environmental initiatives and use concepts learned in class to make a real difference in the world. This is exactly what beneficial, equitable extra credit should look like.
If more teachers are willing to follow the example of the APES department by collaborating and strategically incorporating extra credit opportunities into their curricula here at RUHS, students will be able to experience more hands-on learning and realize the broader impact of their academics on the world.
