4: Bridging the Gap: Reforming Grading Practices for Improved Student Equity and Achievement

Grades serve as a primary means to make important decisions for students. School leaders and other education stakeholders use report card grades to determine eligibility for promotion, honor roll membership, class rank determination, eligibility for scholarships and college admissions, and other critical decisions that can have both immediate and long-term academic consequences for students. Knowing this, a Northeastern US school district, with a 60% economically disadvantaged student population, and Link (an Upper Plains state university professor) partnered in 2021–2024 to design and implement a multiple grades (MG) report card—piloted in the 6th and 9th grade science and social studies’ classes and fully scaled in all 6th–12th grade classes—involving 7,281 students and 580 teachers. Results showed minimal marking period and final course grade outcome differences when compared to the previous school year in which single multifactor conventional grades were issued. The investigation revealed a more fair, accurate, and meaningful approach to reporting student performance than conventional report cards. We discuss findings along with implementation actions, evaluations, and implications for classroom grading practice and reform. Further research is needed to better understand the comprehensive impacts of MG reporting on student equity and achievement.