Equitable Grading Systems Under Scrutiny in California Schools

A recent discussion surrounding equitable grading systems highlights concerns about their effectiveness in accurately reflecting student mastery. Feldman, author of "Grading for Equity," argues that traditional grading often incorporates biases, allowing students to achieve similar final grades despite differing exam performances. This approach can lead to inaccuracies, as non-academic factors like homework completion and extra credit can distort true academic ability. Sargent, an eighth-grade English teacher, expressed skepticism about the current implementation, noting that students often submit work without fully understanding the material, relying on external help to mask their knowledge gaps. Parents have also voiced concerns regarding the new grading policies. Sangeetha Shanbhogue, a parent at Dublin High School, reported that her children received a base score of 50 percent on tests and were allowed to retake exams without homework assignments. She noted that this lack of practice hindered her son’s learning, as he was unaware of his mistakes. Critics argue that such policies may reduce students' motivation to study, as they can repeatedly retake exams without the necessary foundational knowledge. While proponents of the equitable grading system claim it will improve graduation rates, Sargent cautioned that this could come at the expense of essential skills needed for real-world success. Data from the school indicates a decline in four-year college placement rates, raising further questions about the long-term implications of these grading practices. Despite the ongoing debate, Funk emphasized the need for more research and time to evaluate the effectiveness of the pilot program, expressing disappointment over the board's decision to rush the implementation without sufficient data.