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'Equitable' Grading through the Eyes of Teachers

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Bibliographic Details
Title: 'Equitable' Grading through the Eyes of Teachers
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677315
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  Data: 'Equitable' Grading through the Eyes of Teachers
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  Data: <searchLink fieldCode="AR" term="%22David+Griffith%22">David Griffith</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Tyner%22">Adam Tyner</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+B%2E+Fordham+Institute%22">Thomas B. Fordham Institute</searchLink>
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  Data: 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/
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  Data: 30
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  Data: Thomas B. Fordham Foundation
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 30
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      – SubjectFull: Grading
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      – SubjectFull: Equal Education
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Practices
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Teacher Surveys
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      – SubjectFull: Public School Teachers
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      – TitleFull: 'Equitable' Grading through the Eyes of Teachers
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            NameFull: David Griffith
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              M: 08
              Type: published
              Y: 2025
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