Sharing Teachers' Journeys with Equitable Grading

Equitable grading is a growing movement among teachers in schools all over the country, yet it can feel like each of us is navigating this challenging work on our own. Read other teachers’ experiences with equitable grading—both the struggles and successes.

We are here to support you every step of the way… you’re not alone.

Retakes

Elisa, High School Health Teacher

She asked, ‘You’re giving me another chance? Really?’

Martiza, High School World Language Teacher

I want to encourage the students to go back and look at what they got wrong.

Not Including Lateness, Effort, or Participation in the Grade

Sarah, High School Physics Teacher

What I like about Grading for Equity is the shift in the goal – the goal is learning and not points.

Savannah, High School English Teacher

There’s room for second chances and redemption.

Rubrics

Mohammed, Middle School Social Studies Teacher

Rubrics reinforce the concept that all students can achieve.

Bernardo, Middle School Humanities Teacher

I thought students would improve a little bit with rubrics. I did not think it would be that drastic.

Not Including Classwork and Homework in the Grade

Danny, Middle School Humanities Teacher

I used to think classwork should be part of the grade. Now, I don’t, because classwork should be a safezone for students.

Nick, High School Science Teacher

I’m holding them accountable for what they know, not how much they do what I say.

100% of the Grade Based on Summative Assessments

Alex, High School English Teacher

Students feel safer in their learning with low-stakes formative assignments (which barely affect their grade), and they are more prepared and invested in the summative piece that has come from all of the preparation leading up to it.

Leilani, Middle School Math Teacher

A system solely based on summative assessments and learning actually reflects a more accurate picture of what students know.

Using a Minimum 50% or 0-4 Scale

Theresa, Middle School Humanities Teacher

I’m now down to essentially four levels. It’s Meeting the Standard, Exceeding the Standard, Approaching the Standard, or Not Meeting At All.

Mike, Middle School Math Teacher

I had to let go of trying to control it all, to realize that at the end of the day, grading is not really about me. Using a 50% as the lowest grade means I’m not breaking their spirit by showing them this ridiculously low percentage.

Student Reflection and Self-Tracking

How do we empower students by giving them greater awareness of their progress and performance?

Communication to Caregivers

How do we communicate equitable grading to families?

Report Cards

How can we report student achievement accurately and unambiguously?

Check out additional resources to support your journey in equitable grading

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