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Teacher panel results indicate broad skepticism toward most of these approaches and connect negative net ratings to concerns about reduced expectations, weakened accountability, classroom management challenges, and confusion for families about what grades represent.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equitable-grading-through-the-eyes-of-teachers-report-august-2025/587853/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equitable-grading-through-the-eyes-of-teachers-report-august-2025/587853.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which “equitable” grading practices does the report focus on?","Question",{"text":112,"@type":113},"The report focuses on five practices discussed in the teacher-panel results, including no zeros, no late penalties, unlimited retakes, no participation, and no homework in grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do teachers think about these “equitable” grading practices?",{"text":117,"@type":113},"The findings suggest teachers are skeptical of most of the five practices, with net ratings indicating they are often viewed as harmful to academic achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the report’s authors say the “equitable” grading approach is problematic?",{"text":121,"@type":113},"The discussion contrasts a standards-based rationale with arguments that, in practice, such policies can reduce expectations and accountability, hinder teachers’ classroom management, and confuse stakeholders about the meaning of grades.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587853,1792252300,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","About Fordham  \nThe Thomas B. Fordham Institute promotes educational excellence for every child in America via quality research, analysis, and commentary, as well as advocacy and exemplary charter school authorizing in Ohio. It is affiliated with the Thomas B. Fordham Foundation, and this publication is a joint project of the Foundation and the Institute. For further information, please visit our website at [fordhaminstitute.org. The](fordhaminstitute.org. The) Institute is neither connected with nor sponsored by Fordham University.  \nSuggested Citation  \nDavid Griffith and Adam Tyner.“Equitable” Grading Through the Eyes of Teachers. Washington, DC: Thomas B. Fordham Institute, August 2025.  \n[https://fordhaminstitute.org/national/research/equitable-grading-through-eyes-teachers](https://fordhaminstitute.org/national/research/equitable-grading-through-eyes-teachers).  \nAcknowledgments  \nThis report was made possible by our sister organization, the Thomas B. Fordham Foundation, and by the contributions of numerous individuals. These include members of the RAND education team and grading expert Sarah Morris, whose feedback on a draft was particularly welcome. Here at the Fordham Institute, we thank Amber Northern for her assistance with the survey instrument, Chester E. Finn, Jr., Michael J. Petrilli, and Meredith Coffey for providing feedback on drafts, Robert Chung for helping with quality checks, Stephanie Distler for managing report production and cover design, and Victoria McDougald for overseeing media dissemination.  \nContents  \nForeword ......................................................................................................................................... 3  \nIntroduction ..................................................................................................................................... 7  \nHow prevalent are “equitable” grading policies?.......................................................................... 10  \nWhat do teachers think of “equitable” grading practices? ........................................................... 13  \nAre teachers supported when they try to uphold high grading standards? ................................. 17  \nRecommendations ......................................................................................................................... 22  \nTechnical Appendix ........................................................................................................................ 25  \nEndnotes ........................................................................................................................................ 28  \nForeword  \nBy Michael J. Petrilli  \nIn recent years, traditional grading practices have been criticized for failing to correct longstanding social inequities. Proposed “reforms”—which supposedly promote “equity”—include awarding half-credit for assignments that are never completed, allowing students toretake tests and quizzes without penalty, and giving no credit for homework or classroom participation.  \nAnecdotal evidence already suggested that many teachers had adopted some of these practices, as had a non-trivial minority of departments, schools, and districts where so-called “no zeros”policies were effectively mandatory. Yet, to our knowledge, there has been almost no research on the prevalence or efficacy of “grading for equity.” So we asked Fordham analysts David Griffith and Adam Tyner to craft a few questions about this topic for RAND’s nationally representative teacher panel.  \nPer Figure ES-1, the results suggest that teachers are skeptical of the five “equitable” practices that are the focus of the resulting report, at least one of which (those same results suggest) has now been adopted by no less than half of America’s public schools and nearly three-quarters of the country’s “majority minority” middle schools.  \nFigure ES-1: Teachers are skeptical of most \"equitable\" grading practices.  \nNote: n = 958. To","cbCaic6iydjSOEE0","https://ap.wps.com/l/cbCaic6iydjSOEE0","pdf",4187395,"English","# Foreword\n# Introduction\n# How prevalent are “equitable” grading policies?\n# What do teachers think of “equitable” grading practices?\n# Are teachers supported when they try to uphold high grading standards?\n# Recommendations\n# Technical Appendix\n# Endnotes","[{\"question\":\"Which “equitable” grading practices does the report focus on?\",\"answer\":\"The report focuses on five practices discussed in the teacher-panel results, including no zeros, no late penalties, unlimited retakes, no participation, and no homework in grades.\"},{\"question\":\"What do teachers think about these “equitable” grading practices?\",\"answer\":\"The findings suggest teachers are skeptical of most of the five practices, with net ratings indicating they are often viewed as harmful to academic achievement.\"},{\"question\":\"Why do the report’s authors say the “equitable” grading approach is problematic?\",\"answer\":\"The discussion contrasts a standards-based rationale with arguments that, in practice, such policies can reduce expectations and accountability, hinder teachers’ classroom management, and confuse stakeholders about the meaning of grades.\"}]","Equitable Grading Through the Eyes of Teachers - Report - August 2025 | PDF",1792063373,76]