Crissia, Well, as I have commented frequently, policies and opinions vary by institution and teacher. That said, your situtation might be a bit different due to the competitive nature of the class (and profession). So perhaps allowing for EC may be applicable. In fact, I have no bones about EC as I agree, it does demonstrate drive, effort, or expemplary performance. The issue has to do with awarding credit for it. For instance, on a test, an optional essay question to demonstrate original thought would be terrific. The bonus point(s) from this is not significant and would seem like an appropriate assessment of learning. Dropping the lowest quiz score is another way of making an adjustment that does award extra points but gives some leeway to the realities of some students may have a bd day or is weaker in one single area. Suppose there are a group of students that consitently do all assignments and achieve near perfect scores on all assigned work. They are probably going to receive nearly all available points and receive the higher grades in that class. Now suppose you have some mediocre students who are just getting by. They want and ask for an EC project or assignment to bring up their grade. Is that fair to the stronger students? I will just say giving EC to mediocre or marginal students serves more to alter grades than to enhance learning. If EC is given to recognize effort and improve learning, that is a good thing, and I would support it wholeheartedly. But to give points or alter a grade because of it, my bias would defer from that practice. Barry Westling