The ‘A student’

//The ‘A student’

The ‘A student’

“Labels are for filing. Labels are for clothing. Labels are not for people.”                                         -Martina Navratilova

Over the years I have encountered the label ‘A student’ in a variety of situations. Students identify themselves with it, parents use it, even teachers talk about students by using this label. When I was younger I thought of myself as an ‘A/B student’. But what does it really mean?

Let’s start with the multifaceted composition of an A. Does the letter indicate that the student achieves at a high academic level? Or, does it connote that the student is compliant and follows all the rules? Could it be that a student has shown so much growth over a marking period that the teacher wants to reward it? Grades get muddied so often in the educational world that many times we don’t know what has elicited an A.

Letter grade labels can become tied to students’ identities. The label is a part of who they are and it can define them both in and out of the classroom. For these students As are what should appear at the end of every marking period for every class. But what happens when an ‘A student’ gets a B? or even a C? This is a crushing blow and can feel like they have failed. How do ‘A students’ react to struggle, frustration, and failure (which to them does not necessarily mean a grade of F)? For true learning to happen, these are part of the process. Learning is uncomfortable at times. Often the process begins with making mistakes, having misunderstandings, and working over time to develop proficiency.

Parents attach an ‘A student’ label as a source of pride. They at times talk very openly about their children’s grades and put the label out as a sign of excellence. But is it a sign of excellence? And if so, what type of excellence? I go back to the idea that an A can represent so much more than academic achievement and we may not know what has contributed to it. This also creates stress for students. When they hear how proud their parents are about the As, they feel as if anything less would be unacceptable. Don’t get me wrong, there is reason to be proud as a parent when kids are successful, but we need to move away from labels and focus on student learning.

Let’s consider the converse situation. If a child is labeled an ‘F student’, how do they feel? Do they believe they can move up? Letter grade labels have the impression of being fixed and in turn, hinder motivation. The ‘A student’ perceives they are doing just fine the way they are, and the ‘F student’ feels as if there is no way to move up and grow. Have you ever tried to remove a mailing label from a magazine? They don’t come off easily and it is the same for our students.

To turn this around, learning environments need to be safe places while students progress to proficiency. This journey has potholes, bumps, wrong turns as well as an achievable destination. A safe environment sans labels with one goal – to meet the learning objectives. A safe environment with a teacher who models growth mindset and sets high expectations for all students.

For me, it took a long time to break away from my label of ‘A/B student’. It defined me and I’m sure I could have gotten more out of my classes if I didn’t rely on being ‘good enough’. Let’s remember that labeling files or clothing is acceptable, but labeling people is not.  We all learn, we all strive for growth, and we are all capable of success.


By |2016-02-25T19:35:11+00:00February 25th, 2016|Uncategorized|2 Comments

About the Author:


  1. Wes Weaver December 2, 2016 at 7:13 AM - Reply

    Great post — I’ve been thinking a lot about this, too.

    I have learned while most educators would assign the ‘sorting’ function of grades a lower priority than the ‘performance-reporting’ function, that doesn’t mean the world doesn’t use them to categorize. We have students for whom the “A” has become their identity, most often associated with the personal characteristic of being a “hard worker”

    I believe if we throw out letter grades — and we should — then their replacement markers need to separate work habits / compliance and academic knowledge and skills. Coming to a community consensus about what constitutes a ‘hard worker’ and ‘responsible student’ will allow us to reward these traits without polluting our performance-reporting system.

  2. Megan Moran February 28, 2016 at 6:10 PM - Reply

    Great post Garnet! Although, I have read shorter articles by Carol Dweck, I am finally reading Mindset. Your post rings in my head while I am reading her sections on labeling students as smart or lesser at something. If we label a child the ‘A’ student and praise him for his abilities, then he is likely to lie about a failure rather than learn from it. Likewise if we label a student as “not good” we have not only established our mindset of that student as fixed, but have inhibited their ability to grow to their full potential. Thank you for addressing the danger of labels. It should serve as an eye opener for educators, students and parents alike.

Leave A Comment