All That Counts

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Chargers stats might look impressive, but all that counts is their 2-2 record

Keenan Allen was called for offensive pass interference Sunday to erase his yard scoring reception. They moved 66 yards in 16 plays and consumed 10 minutes, 33 seconds of the third quarter. The drive featured five runs by Ekeler and four by Troymaine Pope , and four completions by Rivers.

He also had one incompletion and was sacked once. The Chargers picked up five first downs and converted two third downs. They also ran a 17th play that was called back because of an illegal block penalty on Allen. Defensive end Melvin Ingram missed his second consecutive practice Thursday because of a hamstring injury suffered against Miami. Coach Anthony Lynn said Ingram has been lobbying to play Sunday, but that seems like an impossibility. The Chargers host Denver at 1 p. Instead, Uchenna Nwosu figures to fill in for most of the snaps that otherwise would have gone to Ingram.

They have a lot of confidence in him. He appeared in all 16 games as a rookie, including three starts at outside linebacker. At 6-foot-2, pounds, Nwosu is big enough and versatile enough to line up on the edge up front.

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Those extra years are often accompanied by illness and disability — such as dementia, which the World Health Organization now estimates affects And, unfortunately, the difficulty of gathering such data means that many life-quality datasets are incomplete or infrequently compiled. The world is no doubt making progress in extending access to schools, with more children are enrolled and attending than ever before.


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But how do we measure the gaps in educational quality? Some million children worldwide do not learn basic skills, even though half of them have spent at least four years in school. It will come as no surprise that in most countries, schools in wealthier neighborhoods typically have better facilities, more qualified teachers, and smaller class sizes.

Addressing inequality requires measuring educational outcomes, rather than school enrollment rates. The results for paint a much richer picture of educational performance across participating countries, while highlighting stark disparities. Data on employment — critical for policymakers, as they prepare for the future — tell a similar story. My second point relates to what counts in a grade.

Current literature and research state that the only factor that should be included in a grade is achievement. The third and most controversial point related to grading is the practice of awarding zeros to students for late or missed assignments. There are two problems with this practice.

First, assigning a zero suggests that the student has learned absolutely nothing. More often than not, this is not the case.

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If grades are to clearly reflect achievement, then a zero for missing work distorts the truth. Second, penalizing a student for late work provides a powerful disincentive to finish the work. Teachers must ask themselves what is more important: that the work is completed on time, or that the work gets done and learning occurs. My fourth and final point relates to the practice of norm-referenced grading—the bell curve.

This practice is inappropriate both philosophically and technically. Philosophically speaking, it encourages students to become highly competitive rather than cooperative. It creates anxieties, and sorts students into winners and losers.

It also works against the goal of successful learning for all students. Technically speaking, the sample size of a classroom is too small to establish a normal distribution.