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Approximately one out of every four teachers states that their schools do not assign zeros to students. And almost all of them find this approach frustrating.
A set of methods referred to as fair grading, which involves not assigning students zeros, not deducting points for being late, and allowing students to retake exams, has become more common following the pandemic. However, it remained unclear how extensively these approaches were being used.
A recently published nationwide representative survey was released on Wednesday.employs fair grading methods that are quite prevalent, yet not widespread. Over half of K-12 educators reported that their school or district implemented at least one fair grading approach.
The most prevalent approach—and the one that generated the strongest backlash in the fall 2024 survey—is not assigning zeros to students for incomplete assignments or failed exams. Slightly more than a quarter of teachers reported that their school or district follows a no-zero policy.
Approximately 3 out of 10 educators reported that their school or district allowed students to retake exams without any penalty, and a comparable number mentioned they did not reduce scores for late assignments. Roughly 1 in 10 teachers stated they were not allowed to include class participation or homework in students’ final grades.
Just 6% of educators reported that their school implemented four or more fair assessment methods.
That came as a surprise to Adam Tyner, who co-wrote the latest report for the Thomas B. Fordham Institute, a right-leaning think tank, in collaboration with the RAND Corporation, a non-profit research group. He had anticipated that more schools would adopt a “comprehensive approach” of grading changes backed by supporters such as former educator andeducation advisor Joe Feldman, author of the impactful book “Grading for Equity.”
“It’s not as if this has taken over the country,” said Tyner, who has researched grading methods. He contends that certain policies aimed at promoting fairnessresult in higher grades and do not help students.
The results arrive as numerousschools are reconsidering the requirements students must meet to earn a high school diploma, and how much importance should be placed on grades. At the same time, many schools still face challenges with student disinterest andunusually high levels of absenteeism after the pandemic. Consequently, they are attempting to ensure students take responsibility for their work without rendering it difficult to make up for missed assignments.
Although concepts on achieving a more equitable student grading system have existed before the pandemic,multiple major areas began reconsidering their grading approaches after the upheaval, as an increasing number of students found it difficult to adhere to tight deadlines or complete their assignments.
Supporters of fair grading argue that it is crucial for students to demonstrate their knowledge over time, and that a few low scores can significantly hinder their ability to recover academically. When students feel there is no way to pass a course, it may reduce their motivation or cause them to give up completely.
Nevertheless, some educators have resisted., contending that zero-tolerance policies may also negatively affect student motivation.
That appeared in the latest survey.
Eight out of ten educators claimed that providing students with partial credit for incomplete assignments negatively impacted their involvement. Resistance to zero-free policies was expressed by teachers from diverse racial groups, varying levels of experience, and those who worked with different student populations.
Policies that eliminate zeroes come in different shapes but typically indicate that the minimum grade is 50 out of 100. Some schools utilize software that automatically changes lower grades to 50, as one teacher mentioned in the survey.
The survey discovered that schools with a majority of students of color were more inclined to implement no-zero policies. Additionally, middle schools were more likely than high schools and elementary schools to have no-zero policies, no-late-fee policies, and opportunities for retakes.
Scientists were uncertain about the reasons these policies became more common in middle schools.
However, Katherine Holden, a former middle school principal in Oregon’s Ashland School District who advises school districts on fair grading methods, has a few theories.
High schools might be more concerned that altering their grading methods could make it more challenging for students to gain admission to college, according to Holden — a belief she considers incorrect. Additionally, school districts may view middle school students as particularly suited to benefit from elements such as explicit grading criteria and opportunities to demonstrate their knowledge multiple times, since they are still in the process of developing their organizational and time management abilities.
In the open-ended portion of the survey, multiple educators voiced worries that no-zeroes policies were unjust and led to decreased student motivation.
A teacher told researchers that students are currently producing work that is below average or not completing any work, yet they are still receiving a C or B grade.
“Most teachers find the ‘gifty fifty’ unbearable,” said another.
Over half of educators believe that allowing students to submit assignments late without consequences negatively impacts student involvement.
One teacher stated, ‘[The policy] eliminates the motivation for students to submit assignments on time, and subsequently, it becomes challenging to return graded work due to cheating.’
However, educators were equally split on whether permitting students to retake exams was detrimental or not.
A teacher remarked, ‘Allowing students to retake assessments without consequences fosters a mindset focused on growth, yet it can also lead to avoidance and delaying tasks.’
Another individual mentioned that teachers often find themselves grading nearly every assignment multiple times since students have no incentive to put in their best work initially.
The report’s writers suggest eliminating general policies and allowing individual teachers to make those decisions. Studies have indicated that other grading changes, like grading written assignments without names orusing grading rubrics, can reduce bias.
Nevertheless, educators do not all concur on the most effective method for evaluating students. According to the survey, 58% of teachers emphasized the importance of having consistent school-wide guidelines to maintain equitable grading practices — although the question did not specify what those guidelines should entail — whereas the remaining teachers favored relying on their own professional expertise.
There are methods to address bias, there are ways to enhance fairness in grading, and we don’t oppose any of these,” Tyner stated. “What we are truly worried about is when we are reducing standards or lowering expectations. … Accountability is consistently a matter of balance.
Nicole Paxton, the principal at Mountain Vista Community School, which serves students from kindergarten through eighth grade in Colorado’s Harrison School District 2, has witnessed that balance in practice.
Her district implemented a policy several years backthat requires educators to evaluate students using a 50-100 scale. Pupils receive a minimum of 50% if they submit their work, but they are given a “missing” grade if they fail to complete the task. Students in middle and high school are permitted to complete missed or unfinished assignments. However, this must be accomplished during the same term, and teachers have the authority to reduce grades by up to 10% for late submissions.
Paxton believes the policy was a positive decision for her district. She mentions that she has observed it encouraging students who are facing difficulties to continue striving, whereas previously they would stop working because they felt they could never recover from a few low scores.
It’s far simpler to engage with a student and say, ‘Hey, if you do this X-Y-Z,’ rather than in the past, saying, ‘You must do this A-B-C-D-E-F-X-Y-Z in order to pass your class,’ Paxton explained. ‘As adults, in the real world, we get to demonstrate what we know and continue learning in our careers. I believe students can do the same here.’
Kalyn Belsha is a senior national education reporter located in Chicago. Get in touch with her atkbelsha@Muara Digital Team.org.
