Rather than being viewed as accurate indicators of knowledge and skills, traditional grades are viewed by some as contributing to longstanding social inequities. In response, some districts have adopted “equitable grading” practices, which can include giving students partial credit for assignments that are not turned in, allowing multiple test retakes without penalty, and not penalizing students for failing to complete homework or participate in class.
For my take on why equitable grading policies are illogical and misguided, see my previous post about San Francisco’s recent bid to introduce a sweeping Grading for Equity policy. It ultimately failed under intense public pressure once families understood what was happening, because most people do not support these ideas.
It turns out most teachers don’t support them either. That’s the main conclusion from a new report by David Griffith and Adam Tyner at the Fordham Institute. The report draws on a nationally representative survey of teachers to examine their views. Key findings include:
- Equitable grading practices are widespread: About half of teachers say their school or district has adopted at least one “equitable” grading practice, and a third report multiple such policies.
- Most teachers believe these practices are harmful to academic engagement.
- Most teachers want high standards for students but feel pressured to inflate grades.
I encourage interested readers to take a look at the full report. Among other things, it’s a good reminder that teachers aren’t so different from everyone else, and they’re also frustrated by policies that lower expectations.
(Note: In a previous post about the San Francisco policy, I indicated that I hadn’t heard of any “Grading for Equity” policies in Missouri, but a reader reached out to explain that many Missouri districts have adopted them. It is hard to know how many, but their widespread use nationally—as documented in the Fordham report—suggests it could be a lot.)
