curve

Our �new curve� is copyrighted 2007 DS Gaus Corp., as was specified in the above drawing.
     Any US secondary school system wanting to use it may purchase that right for a fee ranging from $200 for the nation�s three largest school systems down to $25 for small systems. For a large city, such as Indianapolis, the fee is $100. For colleges and universities, the fee scale is similar, beginning with $200 for the largest institutions.
     The curve was originally discovered by Karl Gauss of Germany--to whom I�m related. Gauss was the third-greatest mathematician in history and the father of modern statistics. Although �the curve� is used worldwide in scientific research and taught worldwide in colleges and universities, its use in education has been hampered in the past by a number of factors.
       Our new curve eliminates those factors. One other impediment -- difficult arithemetic -- has been eliminated for us by the wide availability today of personal computers. There's no longer any excuse for schools to be teaching one thing in math classes and doing something else when it comes to grading.
      Perhaps you'd like to experiement with using the curve or discuss using it. Sign on with us and you can not only use our modified curve but also have access to our centralized developmental website and communicate with colleagues at other institutions who are exploring the same subject.

�The curve� . . .

      --as modified by us for modern education features a defined or fixed rate of occurrence for all grades:
                                      A      24%
                                      B      24%
                                      C      24%
                                      D      24%
                                      F       4%


                        TOTAL         100%

         The 4% failure rate should encourage kids to stay in school, even if they aren�t showing outstanding academic ability. A student or child may fail in one evaluation, but it's statistically very unlikely that a reasonably normal person would fail in multiple evaluations with the above scale.
        At the same time, our new normal performance curve � is fully compatible with the four-point grading system and conveys an accurate and exact rating of the achievement of every student, from the lowest to the highest achievers
       I did the drawing below in March 2007. To mathematicians, I should say that the drawing was done under slightly adverse circumctances and the proportions aren't quite perfect. To those non-mathematicians who might be thinking of using the modified curve, I should say, "Don't be intimidated." It may have a slightly alien look to it, but if one realizes the purpose of the curve, it becomes easier to understand.

Drawing is shown at slightly higher magnification at bottom of screen

We�re happy to introduce the new normal performance curve at a time when embattled US educators are experiencing particularly difficult conditions (see illustration, above right).
       The new curve replaces the current five grades with five corresponding grade levels and the new curve defines a total of 25 grades. Each grade has a frequency of 4%, for a total of 100%. This will perhaps be made clearer by the following array:
       A1 A2 A3   A4 A5  A6
         B1 B2 B3   B4 B5 B6
          C1 C2   C3 C4 C5 C6
            D1 D2 D3   D4 D5 D6
              F
        The current grading system may be described as a mathematical Tower of Babel. Numbers are added, multiplied and otherwise combined in ways that aren't mathematically proper. Grade points calculated by means of the normal curve, on the other hand, can be combined arithmetically without sacrificing accuracy.
      And students can be given a clearer picture of how they are doing in a course if quiz scores, midterm test scores, etc. are all graded on the same scale. As things are in most schools at present, a student might learn that he or she has had 13 right out of 20 possible on a quiz. What does that mean? It's hard for the student to know. With the normal curve, one can give the student what might be described as "a clear, sharp snapshot" of how the student is doing at that time.

       Anyone wishing to discuss the matter or having questions may call me at 317 523 6943. E-mails may be sent to [email protected].

                                              Best Regards,
                                                        David Gaus