Taking the Grading Conversation Public

Grading policy is among the most emotional topics in education today. Indeed, Guskey and Bailey (2001) documented nearly a century of research on grading practices. We know, for example, that the average is the wrong measurement of student proficiency (O'Connor, 2007); that the zero on a 100-point scale is a math error (Reeves, 2004); and that the implementation of effective grading practices can have a positive effect on student achievement, discipline, and attendance (Reeves, 2008).

But knowing these things is not enough. Unless education leaders can engage teachers, parents, communities, and policymakers in a rational discussion about grading, progress will be as elusive now as it was a century ago. Here are some good ways to start the conversation.

Discuss Principles Before Policy