Students are expected to attend all classes for which they are scheduled, and to arrive on time prepared to work attentively for the full class session. The instructor’s evaluation of a student’s work usually depends in part on class participation; therefore, absence from class or lateness is viewed as an irrevocably lost opportunity for both the individual student and the class collectively. Whenever absence or lateness is unavoidable, the student is responsible for communicating with the teacher and for making up all missed work. Classes immediately before and after vacations are as important as any other classes during a term; students are expected to attend them and to limit their vacations to the days prescribed in the school’s academic calendar.
Grades & Evaluation
As an indication of academic performance, students receive letter grades for each course taken, as well as written narratives describing course objectives, the student’s success in meeting them, and suggestions for how to address particular difficulties. At midterm, and at the end of each semester, these narratives and grades are distributed to students and their families, and to advisors. Midterm grades are not grades of record, but are intended as indications to students of their progress and success in achieving the learning objectives of a course, along with suggestions for improvement.
Final Grades, Late Work, and Grade Changes
All work for a course is due by the deadlines given out by the teacher. Students unable to meet a particular deadline, for whatever reason, should consult the course syllabus for information about the teacher’s policy on late work and should make every effort to conform to it. If illness or other problems prevent a student from completing all work for a course by the end of the semester, and the teacher is willing to accept late work, the teacher should state in the final narrative what exactly is missing; what the deadline is for submission; and how the student is to submit it (eg. E-mail, snail mail with address).
Teachers may submit a grade change for up to 2 weeks after the end of a given semester (that is typically February 15 for fall semester and July 15 for spring semester); all deadlines for late work should be set to enable the teacher to meet that deadline.
Two transcripts are maintained for BHSEC students: The Department of Education transcript and the Bard College transcript. Instructions for requesting copies of both are available on the BHSEC Queens web site under the tab Alumni.
The Department of Education transcript records all courses taken to satisfy the Regents High School diploma. This record includes courses taken while at BHSEC as well as high school courses taken at other New York City Public Schools. The Bard College transcript lists only courses taken in the college program that are being applied toward the Associate in Arts degree
Teachers record end of semester letter grades on the student's report card; when they appear on the Department of Education transcript, those letter grades are translated into the New York Department of Education 100 point scale where the highest possible grade is 95, since BHSEC does not give A+ grades. Letter grades in college courses also appear on a Bard College transcript where they also appear numerically in the 4.0 scale used at Bard College and throughout higher education.
The grade point average (GPA) for work in the college program is calculated by multiplying each course grade times the number of credits per course, adding those calculations, and dividing by the total number of credits. (Note that the grade of Pass does not factor into the GPA; similarly, college courses transferred from another institution appear as credits and do not factor into this GPA).
This table shows the correspondence between letter grade, grade point equivalence, and score on the DOE 100 point scale.
Good Academic Standing and Academic Support
Bard High School Early College offers students a rigorous academic program. In meeting the academic needs of students eager for intellectual challenge, it moves students from the 9th grade of high school through the first two years of college in four years. Bard High School Early College seeks students ready to rise to this challenge and offers various forms of support to any who have difficulty once at the school. In order to enter the early college program, students must achieve a cumulative average of at least 2.0 (C or 75) in 9th and 10th grade. Because no 11th and 12th grade high school curriculum is offered at BHSEC, students not eligible to begin college after 10th grade either transfer to a traditional four-year high school or opt to stay and repeat 10th grade.
Good Standing in High School: To be in good academic standing, students in the 9th and 10th grades must complete the required program of classes each semester with an average of at least 2.0 (C or 75). A student who is not in good standing at the end of a semester will be placed on academic support for the following semester. A student who achieves both a semester and cumulative average of at least 2.0 will automatically regain good standing.
At mid-term in the fall and spring semesters, any student whose average is below 2.0 will be required, with his or her parents, to attend a meeting with representatives of Bard High School Early College to discuss the student’s difficulties and to determine what support is necessary. A similar meeting will be required at the end of the fall semester and/or spring semester if the student’s final semester average is below 2.0.
Furthermore, all students on academic support meet regularly with their guidance counselor or advisor, and are encouraged to make use of tutoring offered in the Learning Commons.