Course grades: a familiar source of anxiety for some, a source of pride for others, and a near-universal signal of student success in U.S. schools. Few features of our education system are more enduring. However, a growing body of research and practical experience raises serious questions about the fairness and validity of traditional approaches to grading. Subjectivity and variation can lead to significant discrepancies in how student learning is measured. Practices like extra credit may reward behaviors that are only loosely tied to student learning or, in some cases, not at all. And systems of point allocation often reflect students’ life circumstances far more than what they have learned. The consequences are steep: Low grades close options after high school for otherwise well-prepared students, and their influence has only grown as many colleges drop SAT and ACT requirements for admission. In recognition of these challenges, districts nationwide are joining the growing ranks of school systems pursuing — or at least investigating — changes to longstanding grading practices. Though well-intended, these efforts often spark controversy. In some cases, concerns from teachers and families reveal flaws in the solutions districts have developed. For example, policies that result in grade inflation could lead to students being underprepared for higher education. In other cases, misgivings reveal confusion about the goals and details of new approaches. The reality is that this controversy can derail improvement efforts if district leaders have not created the conditions for positive change to take hold. This is an issue we’ve…
