Student leaders tell Elmbrook board opinions split on shift from 7‑point to 10‑point grading scale

Student council representatives from both high schools told the Elmbrook School District Board on April 8 that a proposed shift from a 7‑point to a 10‑point grading scale drew mixed reactions from students.

Student council members at Brookfield East and Brookfield Central described a range of views when the board asked them to gather feedback from peers. Jake Zhang, Brookfield East student council representative, said students generally liked that a 10‑point scale could “take stress off a lot of students’ lives,” and that aligning Elmbrook’s scale with other top districts could make local seniors more comparable in college admissions.

At the same time, Brookfield Central’s representative said some students worried the change could encourage grade inflation or reduce incentives for students who aim only to pass. Students at both schools urged clearer communication around the transition and recommended stronger, consistent feedback on graded work so students understand where to improve.

Students offered several specific suggestions: keep regular progress checks (3‑, 6‑ and 9‑week reporting was affirmed by many), consider more frequent check‑ins at some schools (Brookfield East students proposed moving some 3‑week checks to 2‑week checks), and standardize the grading platform so grades appear in one place rather than split between Canvas and Google Classroom. Brookfield East students also suggested slight adjustments in how plus/minus GPA weights are handled to guard against inflation, for example treating an A‑ minus as a 3.67 on the GPA scale.

Board members thanked the student representatives and said their feedback will inform communication to families and teachers if the board moves forward. Board member Mary noted that student input helps “fine tune” implementation and messaging. The board did not take a formal vote on the grading scale at this meeting; the student reports were offered as input for future policy and implementation work.

The student representatives’ reports also highlighted other school activities and successes, including state competition placings and college admissions results, but the primary substantive item they presented to the board was the grading‑scale transition and related implementation concerns.

Ending: Board members said they value the student feedback and will use it to guide communications and next steps as discussions continue on any official change to the district grading policy.