Over the last several years, so-called “equitable” grading reforms have generated controversy in many of the school districts across the country that have adopted them. Although their advocates claim that policies like "no zeros" for assignments, eliminating late penalties, and allowing unlimited retakes can make classrooms more equitable, critics argue that they effectively codify lower expectations and ultimately harm student learning.
Join The Fordham Institute and TNTP on September 10 at 12:00 p.m. ET to explore the findings from our new study: “Equitable” grading through the eyes of teachers. Following a brief presentation by Fordham’s David Griffith, New York Times columnist Jessica Grose will moderate a panel discussion and Q & A.
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