Quotes About Grades

My studies are important to me. I made the honor role just recently, with 2 A's and 2 B's.

I think the key indicator for wealth is not good grades, work ethic, or IQ. I believe it's relationships. Ask yourself two questions: How many people do I know, and how much ransom money could I get for each one?

Hence a report from Harvard's own "Committee on Raising the Standard": "Grades A and B are sometimes given too readily—Grade A for work of not very high merit, and Grade B for work not far above mediocrity. . . . One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work." Except that report was written in—you saw this coming, didn't you?—1894.

There's a huge difference between a student whose objective is to get a good grade and a student whose objective is to solve a problem or understand a story. What's more, the research suggests that when kids are encouraged to focus on getting better marks in school, three things tend to happen: They lose interest in the learning itself, they try to avoid tasks that are challenging, and they're less likely to think deeply and critically.

When my first semester grades came out, my mom and dad told me I wouldn't be playing football.

I was giving everything I had to classes, and I was getting a 2.6. I knew that wasn't going to get me into med school.

I wasn't in school often enough to really belong to a 'clique,' but my friends all studied hard and got pretty good grades. They were good people with self-respect. I still like to be friends with people I admire something about; I really believe that we become like the people we're surrounded by, so I choose my friends carefully!

Growing up as a kid, in elementary and middle school, I was always getting in trouble. Always getting suspended. I got suspended for 90 days for fighting beginning my freshman year, so I missed Homecoming, and that's when I turned the page. I went on honor roll and had good grades after that. It was the changing point.

I was valedictorian of my class until I switched to a neighboring high school, but I maintained the grades and involvement. Switching schools was tough.

Our scholastic system isn't structured to make sure that kids in the fifth or sixth grades absolutely know how to read.

Of course, ownership of education is about much more than grades. Helping children to love learning itself, and to see education as a process of self-discovery and of recognizing their aptitudes and gifts so they can build on them for their college major and their career—these are the real measurements of educational success and the real areas where we want our children to feel equity. So our task is helping kids to feel ownership

The academic effort of college students is influenced by their peers, so much so that the random assignments of first-year students to dormitories or roommates can have big consequences for their grades and hence on their future prospects. (Maybe parents should worry less about which college their kids go to and more about which roommate they get.)

Adults always ask kids how they are doing at school. The one subject kids absolutely hate talking about. You don't even want to talk about school when you are at school.

self-esteem does not cause high grades-instead, high grades cause higher self-esteem. So self-esteem programs clearly put the cart before the horse in trying to increase self-esteem. ...Self-esteem is an outcome, not a cause. It doesn't do much good to encourage a child to feel good about himself just to feel good; this doesn't mean anything. Children develop true self-esteem from behaving well and accomplishing things.

Most people who end up being successful have good grades, but it's orthogonal - there's no extra information than if they put together a website and have bunch of fans who love coming and seeing what they're doing.

Work is that which you dislike doing but perform for the sake of external rewards. At school, this takes the form of grades. In society, it means money, status, privilege.

Whatever the course, whether the course was boring or interesting to me, whether I was talented in mathematics or not talented in languages, my parents expected A's.

I was a talker back in elementary school. I used to get A's and B's in everything, but I got an F in conduct.

In school, you're getting a grade. Whenever you're getting a grade for something, you always feel slightly pressured.

Here's a simple intervention to show what a little change in your negative narrative can do. First-year college students who receive worse grades than they anticipate are highly likely to drop out. Some conclude they're just not college material, while others, who have a positive narrative, will absorb the news and decide to work harder.

A powerful example of beliefs at work: When schoolchildren are encouraged to believe that their bad grades come from lack of effort rather than lack of intelligence, they show remarkable gains in both persistence and accomplishment.

You don't have to be smart to get good grades, you just have to do what they tell you

When I got my A-Levels, I got straight As, but I thought they weren't as good as other people's straight As,' said Edwards. 'They would look at me as if their As were better. We didn't get percentage marks, so three As weren't enough. I wanted to know I'd got, like, ninety-flve per cent. Three As is meaningless unless you're arrogant enough to think you're as good as them. Which I'm not. I need to see it written down to know.

A boy who gets a C- in 'Appreciation of Television' can't be all bad.