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It explains why distance learning makes grades from spring 2020 difficult to compare with prior terms, considering uneven access to devices, broadband, instructional support, and household learning conditions. Drawing on research and California Department of Education guidance, it reviews grading options for local districts and their implications for students, families, schools, and admissions.",{"@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/policy-and-practice-brief-grading-policy-in-the-time-of-covid-19-considerations-and-implications-for-equity-april-2020/582506/",{"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/policy-and-practice-brief-grading-policy-in-the-time-of-covid-19-considerations-and-implications-for-equity-april-2020/582506.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are end-of-course grades harder to compare during COVID-19 school closures?","Question",{"text":112,"@type":113},"Distance learning changed course conditions and instructional resources, so learning opportunities in spring 2020 may not match those in 2019, reducing comparability across years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What main grading options did CDE describe for districts in April 2020?",{"text":117,"@type":113},"Options included using third-quarter grades or grades at shutdown, allowing course opt-outs with incompletes, offering choices to accept current grades or continue independent study, using pass/no pass or credit/no credit, and assessing essential standards with rubric models instead of percentages.",{"name":119,"@type":110,"acceptedAnswer":120},"How do equity concerns shape grading policy during the pandemic?",{"text":121,"@type":113},"The brief emphasizes that access to quality distance learning is uneven across communities and student subgroups, and it urges districts to weigh policies through an equity and “doing no harm to students” lens.","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},582506,1792189242,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"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":46,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Policy and Practice Brief  \nGrading Policy in the Time of COVID-19  \nConsiderations and Implications for Equity  \nAPRIL 2020  \nAuthors  \nMarina Castro Linda Choi Joel Knudson Jennifer O’Day  \nAmerican Institutes for Research  \nAbout the California Collaborative on District Reform  \nThe California Collaborative on District Reform was formed in 2006 to join researchers, practitioners, policymakers, and funders in ongoing, evidence-based dialogue to improve instruction and student learning for all students in California’s urban school systems.  \nIntroduction  \nAs school districts across the country respond to the unprecedented circumstances created by the COVID-19 pandemic, their policy decisions will affect the future opportunities of their students. One such decision centers on the assignment of end-of-course grades. Course grades provide evidence of student learning for students, their families, and educators in their schools. At the secondary level, they also represent a central component of admissions packages for many institutions of higher education. However, school closures and shelter-in-place guidelines in response to COVID-19 have dramatically altered the conditions in which students learn and demonstrate evidence of their learning. Without physical access to teachers, peers, and instructional resources, learning opportunities for nearly all students during school closures may be significantly curtailed.  \nAlthough most schools and districts are in the process of shifting to distance learning approaches, including virtual lessons and meetings between students and teachers, many have limited experience with distance learning and lack both human capacity and a coherent online instructional program. This means that the content of a core course—say, Algebra 1—in spring 2020 may not be comparable to that in 2019, and thus grades for students across those 2 years may not be comparable either. This context makes it extremely difficult to determine grading practices that fairly reflect students’content mastery.  \nJust as important, access to quality distance learning opportunities isnot evenly distributed among communities and subgroups of students. Although some families and communities have multiple devices and sufficient broadband in the home to support simultaneous internet access for both adults and students, others do not. To help address the need for learning resources, some districts have spent much of the first weeks after closure distributing thousands of devices and hotspots to students who needed them. Even if the required  \ntechnology is available, however, exposure to learning materials and communication with teachers will depend heavily on the comfort that students and their families have with that technology. Opportunities for students to receive academic support within the home already vary widely, a dynamic whose effect will be more pronounced when their access to classroom teachers and settings also is limited. Finally, psychological research shows that all people perform less well under stress, and the stresses from layoffs, lack of child care, and general uncertainty are particularly pronounced in low-income communities.  \nFor these reasons, districts across the state and country find themselves considering the degree to which end-of-course grades can provide a fair and accurate picture of student learning during the period of school closure.1 On the one hand, grades are still considered an important signal to students, families, teachers, and schools that acknowledges students’ academic accomplishments, motivates student effort, and reveals ongoing learning needs. On the other hand, the vastly different learning environment in this pandemic threatens to exacerbate disparities among students, schools, and districts. Drawing on research on strong grading practices and guidance from the California Department of Education (CDE), this brief explores some of the options that education institutions around the co","cbCaia3ygY8gjgxU","https://ap.wps.com/l/cbCaia3ygY8gjgxU","pdf",260573,"English","# Introduction\n## Guidance From CDE\n## Messages From Higher Education","[{\"question\":\"Why are end-of-course grades harder to compare during COVID-19 school closures?\",\"answer\":\"Distance learning changed course conditions and instructional resources, so learning opportunities in spring 2020 may not match those in 2019, reducing comparability across years.\"},{\"question\":\"What main grading options did CDE describe for districts in April 2020?\",\"answer\":\"Options included using third-quarter grades or grades at shutdown, allowing course opt-outs with incompletes, offering choices to accept current grades or continue independent study, using pass/no pass or credit/no credit, and assessing essential standards with rubric models instead of percentages.\"},{\"question\":\"How do equity concerns shape grading policy during the pandemic?\",\"answer\":\"The brief emphasizes that access to quality distance learning is uneven across communities and student subgroups, and it urges districts to weigh policies through an equity and “doing no harm to students” lens.\"}]","Policy and Practice Brief - Grading Policy in the Time of COVID-19 - Considerations and Implications for Equity - April 2020 | PDF",1792043601]