'Equitable' Grading through the Eyes of Teachers
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| Title: | 'Equitable' Grading through the Eyes of Teachers |
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| Language: | English |
| Authors: | David Griffith, Adam Tyner, Thomas B. Fordham Institute |
| Source: | Thomas B. Fordham Institute. 2025. |
| Availability: | Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/ |
| Peer Reviewed: | N |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Thomas B. Fordham Foundation |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Adult Basic Education Adult Education Elementary Education Secondary Education |
| Descriptors: | Grading, Equal Education, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, Educational Policy, Educational Practices, Student Evaluation, Teacher Surveys, Public School Teachers |
| Abstract: | Grading policies have long been debated in American schools, but only recently have "equitable" reforms taken center stage. Policies like "no zeros," eliminating late penalties, and allowing unlimited retakes aim to make grading fairer for disadvantaged students. But critics argue that these changes inflate grades, erode accountability, and ultimately harm student learning--and many teachers agree. In the first nationally representative survey to examine this issue, America's K-12 teachers finally got a chance to weigh in. The verdict: Most teachers report feeling pressured to give higher grades, and say these policies reduce academic engagement, even in schools without formal mandates. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677315 |
| Database: | ERIC |
| Abstract: | Grading policies have long been debated in American schools, but only recently have "equitable" reforms taken center stage. Policies like "no zeros," eliminating late penalties, and allowing unlimited retakes aim to make grading fairer for disadvantaged students. But critics argue that these changes inflate grades, erode accountability, and ultimately harm student learning--and many teachers agree. In the first nationally representative survey to examine this issue, America's K-12 teachers finally got a chance to weigh in. The verdict: Most teachers report feeling pressured to give higher grades, and say these policies reduce academic engagement, even in schools without formal mandates. |
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