Credit: Allison Shelley / EDUimage
Grading in most classrooms remains tied to rubrics devised by individual teachers and rooted in century-old practices. Recently, amid a broader national trend, grading systems in schools have come under increased scrutiny as educators and policymakers debate the best ways to support students. This movement further gained traction during the Covid-19 pandemic as educators tried new grading approaches to help students.
Traditional grading systems assess students through tests, homework and projects combined into a single class grade and other more subjective factors, such as behavior, attendance and classroom participation.
Standards-based grading, however, measures academic achievement without considering these subjective metrics. Standards-based grading measures academic achievement against specific content standards, offering students multiple opportunities to demonstrate knowledge. It still involves assigning grades, but these grades are based on students’ mastery of the content, making the process more transparent and individualized.
For example, when a friend of mine was in a math class that used standards-based grading, he was assessed on specific learning targets, like solving quadratic equations, without considering participation or behavior. In a traditional grading system, his final grade comprises quizzes, tests, homework, participation and behavior. As such, a poor test score early in the semester could significantly impact his final grade. On the other hand, in standards-based grading, he had multiple opportunities to retake tests and demonstrate improved understanding, so his final grade reflected his highest mastery level. Traditional grading boosted his grade with attendance and participation points, even if he didn’t fully understand the material. Standards-based grading showed his actual academic achievement.
While there isn’t any national data, individual states across the U.S. have begun to adopt standards-based grading. A 2021 statewide survey in Wyoming revealed that over 63% of middle schools and 35% of high schools had either started or fully implemented standards-based grading. In Delaware and Mississippi, schools have actively worked to support the use of high-quality, standards-aligned instructional materials in K-12 classrooms.
Districts in California, including Lindsay Unified District in Tulare County, moved towards standards-based grading systems. High schools inOaklandare also transitioning to a more objective assessment system, emphasizing a gradual and inclusive approach to grading reform.
In my district, Dublin Unified, individual teachers instituted standards-based grading on a trial basis, but nine months ago, the district discontinued its standards-based grading system, impacting almost 13,000 students.
However, despite an overwhelming 85% of the student body voting in favor of standards-based grading practices, the school board discontinued the practice districtwide, preventing teachers from using any form of standards-based grading.
The rationale behind the board’s decision was simple: Trustees believed that standards-based grading decreased academic rigor and harmed students’ chances of success beyond high school by introducing a new grading system. Their concerns, primarily driven by parental pressure, focused on how the grades of high-performing students could fluctuate because of the introduction of a new grading system.
I acknowledge that standards-based grading was a new concept and could pose a risk to the perception of the academic achievement of high school students. (I was sympathetic, too; I am all too familiar with the competitive nature of high school.)
But I think the concerns about standards-based grading hindering academic progress are misguided. For traditionally high-performing students, this grading system allows these students, like all others, to focus on mastering concepts and skills. Instead of promoting memorization to pass tests, students are assessed on their ability to understand concepts, allowing the performance of these students to remain strong even under this new system. If anything, standards-based grading boosts academic performance, evidenced by a study that found that students in schools using standards-based grading were nearly twice as likely to score proficient on state assessments compared with those in traditional grading systems.
Our district’s push to switch to a standards-based grading system ultimately collapsed through misinformation and a lack of teacher training. This perceived lack of support made teachers feel they had to choose between supporting individual student needs and maintaining academic rigor, even though that wasn’t necessary.
Had our district provided more support for parents and teachers, we could have developed effective curriculums that help students and maintain rigor. Larkspur’s multi-year transparent process with teacher training and parent seminars allowed a smooth transition from traditional to standards-based grading. Similarly, in New York City, districts successfully shifted to the new system after training teachers and having town halls with parents.
The transition to standards-based grading or similar systems requires a shift in grading practices and a cultural and perceptual shift in how we view education and student success. It demands robust teacher training, practical communication with parents and students, and a collective commitment to redefining academic achievement. We must provide teachers, students,and parents with the necessary resources to succeed in these new grading paradigms. If we truly want to make education more equitable, districts must put their money where their mouths are and fully support our educators in this significant shift.
I hope the adults responsible for decisions regarding our schools and education can set aside partisanship and genuinely reassess grading practices. Because equity has never been, nor will it ever be, the enemy of achievement.
•••
Aakrisht Mehra just completed his junior year in the Dublin Unified School District.
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Eric Saibel 3 weeks ago3 weeks ago
The right ideas ideas don’t necessarily take widespread root quickly - reference the New Yorker article by Atul Gawande on how quickly medicine embraced anesthesia (quiet patients during surgery!) versus antiseptic practices like hand-washing, which took decades (and how many unnecessary illnesses and lives lost?) to adopt systemically. A-F began in 1897 at Mt. Holyoke - a product of the Industrial Age, before women could even vote! Yet it remains the accepted practice across so … Read More
The right ideas ideas don’t necessarily take widespread root quickly – reference the New Yorker article by Atul Gawande on how quickly medicine embraced anesthesia (quiet patients during surgery!) versus antiseptic practices like hand-washing, which took decades (and how many unnecessary illnesses and lives lost?) to adopt systemically. A-F began in 1897 at Mt. Holyoke – a product of the Industrial Age, before women could even vote! Yet it remains the accepted practice across so much of secondary and higher education because it “gets kids ready” for HS, college and life. Alfie Kohn’s concept of BGUTI – Better Get Used To It – sums up this mindset perfectly: people justify implementing bad educational practices now because kids will have to deal with it later. Let’s remember that in most schools, A-F isn’t practiced in any consistent way – kids need to learn how to game 6 or 7 different versions of it!
The state of California deemed standards based learning as best practice for middle school years in the “Taking Center Stage” framework in 2001…the best ideas take time!
Mr. Mehra, I commend you for this thoughtful piece. I was the principal of Hall Middle in Larkspur from 2016-2020, and led our multi-year process to retire A-F practices. The results? Transformative across every aspect of the school – and Hall was named as one of the 100 National ESEA Distinguished Schools, and the only middle school in California, in 2021. In 2024, two of the three CA Distinguished schools in Marin County are fully implementing standards based learning. That said, from the moment we implemented SBG in 2019 there were efforts from some community sectors to get rid of it – and some sudden changes to start this school year, like percentages being added to a student’s report card for each course, show that old ideas don’t go away overnight. When learning is reduced down to a number or letter, it isn’t a journey anymore – it is a race with winners and losers.
Our work as students, educators and community member is to keep our vision firmly on what is best for students and their learning, growth, and happiness. “Rigor” is embedded in this process, not somehow separate from it. It’s time for the scrutiny to be on every school that utilizes a feedback methodology thought up in the 19th Century – not on the brave educators and districts that are breaking the mold.
Absolutely, thank you so much for sharing your experience! It’s incredible to hear about the transformative impact of retiring A-F practices at Hall Middle and the recognition your school has received. Your perspective really adds depth to the discussion, and it’s encouraging to know that there are educators out there who are committed to what’s truly best for students’ growth and well-being. Let’s keep pushing for these necessary changes together!
SD Parent 3 months ago3 months ago
San Diego's roll-out of standards-based grading has been rough. Per Ed Code, California teachers are given autonomy to adopt the grading practice – or not. Implementation between educators has been inconsistent, so grading was not standardized. It has been a mess.While I agree with the idea, there is also the post-high school "real world," where one doesn't get multiple chances to show you've figured things out (be it a college course or a … Read More
San Diego’s roll-out of standards-based grading has been rough. Per Ed Code, California teachers are given autonomy to adopt the grading practice – or not. Implementation between educators has been inconsistent, so grading was not standardized. It has been a mess.
While I agree with the idea, there is also the post-high school “real world,” where one doesn’t get multiple chances to show you’ve figured things out (be it a college course or a project deadline). So, I would need to understand in more detail how detail how it could be implemented in a way that prevents students from procrastinating and otherwise prepares them for life after K-12.
Retakes do mirror real-life experiences. If you fail a driving test, you take it again. If you don't pass a college class, you retake it and aim for a better grade. Training for a new job often involves repetitive practice to achieve gradual improvement.I remember hearing of an example of a newscaster. “Well they don’t get retakes!” You’re just seeing them after those retakes have happened. They are given training and also given small low-stake … Read More
Retakes do mirror real-life experiences. If you fail a driving test, you take it again. If you don’t pass a college class, you retake it and aim for a better grade. Training for a new job often involves repetitive practice to achieve gradual improvement.
I remember hearing of an example of a newscaster. “Well they don’t get retakes!” You’re just seeing them after those retakes have happened. They are given training and also given small low-stake opportunities.
Yes, most universities don’t use Standards-Based Grading (SBG) but that doesn’t diminish its value. On the contrary, SBG encourages students to set goals and focus on their growth, fostering the development of expert learners.
There’s also no evidence to suggest that students struggle when transitioning back to traditional grading. However there is research which shows that students in SBG classrooms experience reduced stress, which does enhances learning.
I prefer to trust the research and recognize that life is indeed full of opportunities for retakes and improvement.
T. Weller-Curtner 3 months ago3 months ago
"Instead of promoting memorization to pass tests, students are assessed on their ability to understand concepts, allowing the performance of these students to remain strong even under this new system. If anything, standards-based grading boosts academic performance, evidenced by a study that found that students in schools using standards-based grading were nearly twice as likely to score proficient on state assessments compared with those in traditional grading systems."Thank you, Aakrisht for explaining why California … Read More
“Instead of promoting memorization to pass tests, students are assessed on their ability to understand concepts, allowing the performance of these students to remain strong even under this new system. If anything, standards-based grading boosts academic performance, evidenced by a study that found that students in schools using standards-based grading were nearly twice as likely to score proficient on state assessments compared with those in traditional grading systems.”
Thank you, Aakrisht for explaining why California modified and adopted the Next Generation Standards.Thank you for your supportive comment. I’m glad to hear that you found my explanation helpful. It’s encouraging to see that there is recognition of the benefits of standards-based grading and its focus on true understanding and mastery of concepts. I appreciate your acknowledgment of the positive impact this approach can have on academic performance.
Casey Cavanaugh 3 months ago3 months ago
The whole idea when grading is to communicate to parents whether students are succeeding or failing. Traditional A-F greeting is embedded in our culture and you don’t have to take out time to explain it because parents understand that a B is good
Thank you for your comment. I understand that traditional A-F grading is familiar and straightforward for many parents, as it has been a long-standing system. However, I believe that standards-based grading can offer a more accurate and detailed understanding of a student’s learning progress. It focuses on mastery of specific skills and knowledge, providing clearer insights into what students have learned, which can ultimately benefit both students and parents in understanding educational achievements.
Simon P. 3 months ago3 months ago
This sounds great, at least on the surface. We need to honestly evaluate the downsides — what could go wrong. In maths education, mastery of concepts is essential. This is difficult to scale in the classroom where students’ competence varies widely.
Thank you for your thoughtful comment. You raise an important point about the challenges of scaling mastery-based education in a classroom with diverse levels of student competence. It’s crucial to acknowledge potential downsides and carefully evaluate how standards-based grading can be implemented effectively. Ensuring robust teacher training and providing adequate support and resources are essential in addressing these challenges. By doing so, we can work towards a system reflecting student understanding and supporting their educational growth.
Charmen 3 months ago3 months ago
I love that a teenager gets it and yet the powers that be and parents afraid of change don't. Standards-based grading would be the fairest, most student empowering way to go. Yes, it is different. Yes, it will take learning. But, it would also help remove bias and stereotypes that often come up in grading and it would actually assess what the students have actually learned. Isn't that the whole point of why we teach- … Read More
I love that a teenager gets it and yet the powers that be and parents afraid of change don’t. Standards-based grading would be the fairest, most student empowering way to go. Yes, it is different. Yes, it will take learning. But, it would also help remove bias and stereotypes that often come up in grading and it would actually assess what the students have actually learned. Isn’t that the whole point of why we teach- to help kids learn???
Kudos to those districts brave enough to think outside out outdated, traditional models that don’t work.
Hi Charmen,Thank you so much for your thoughtful and supportive comment. I truly appreciate your understanding and endorsem*nt of standards-based grading. It’s encouraging to see that there are others who recognize the potential for this system to empower students and provide a more equitable assessment of their learning.Your insights about the need to focus on student learning and the benefits of removing bias and stereotypes in grading resonate deeply with me. I hope that more … Read More
Hi Charmen,
Thank you so much for your thoughtful and supportive comment. I truly appreciate your understanding and endorsem*nt of standards-based grading. It’s encouraging to see that there are others who recognize the potential for this system to empower students and provide a more equitable assessment of their learning.
Your insights about the need to focus on student learning and the benefits of removing bias and stereotypes in grading resonate deeply with me. I hope that more districts will consider the advantages of standards-based grading and work towards implementing it in a way that supports both students and educators.
