Source: Show-Me Institute
by Cory Koedel
“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.” (09/03/25)