School Districts Allocated Over $9 Million To Revise Grading Practices For Greater “Fairness And Equity”

Articles | June 11, 2025 | by Catholics for Catholics

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An exclusive article published by The Daily Wire details how multiple U.S. school districts have collectively spent over $9 million on initiatives to implement “equitable grading” practices, aimed at reducing disparities in academic outcomes. The information was obtained through public records requests by Parents Defending Education (PDE), a group critical of such initiatives. The article outlines the scope, methods, costs, and criticisms of these grading reforms, providing specific examples from various school districts.

Here’s a quick breakdown:

Equitable grading seeks to make academic assessments fairer by focusing on students’ mastery of content rather than factors like behavior, attendance, or deadlines. Practices include:Eliminating zeros for incomplete or missing assignments, often replacing them with a minimum grade (e.g., 50%). Allowing multiple retakes for assignments and tests to demonstrate mastery. Separating academic performance from non-academic factors like participation or timeliness. Reducing or eliminating penalties for late work or cheating in some cases. The goal is to address systemic disparities, particularly for disadvantaged or minority students, by giving them more opportunities to succeed academically.

The article reports that at least 20 school districts across the U.S. spent over $9 million on these initiatives, primarily on professional development, workshops, and consultants. Specific examples include:

• Chicago Public Schools: Spent approximately $4.7 million, including $2 million on contracts with the Crescendo Education Group for training on equitable grading.
• Indianapolis Public Schools: Allocated $2.4 million for similar initiatives, including professional development for teachers.
• Washoe County School District (Nevada): Spent $1.5 million on equitable grading programs.
• Oakland Unified School District (California): Invested $500,000 in related efforts.

Funds were used for teacher training, curriculum adjustments, and hiring external consultants to guide the transition to equitable grading systems.

Many districts partnered with organizations like the Crescendo Education Group, which promotes equitable grading to “dismantle systemic inequities in assessment.” Training sessions and workshops were conducted to help teachers adopt these practices, often emphasizing the removal of punitive grading measures and the inclusion of more flexible assessment policies.Some districts, such as Chicago, implemented policies like assigning a minimum grade of 50% for unsubmitted work to avoid “devastating” impacts on students’ overall grades.

Criticism and Concerns

• Critics, including PDE and some educators, argue that equitable grading lowers academic standards and fails to prepare students for real-world expectations, where deadlines and accountability are critical.
• The article cites Joe Feldman, a prominent advocate for equitable grading and author of Grading for Equity, whose work has influenced many districts. Critics like Erika Sanzi from PDE argue that practices like eliminating zeros or penalties for cheating undermine accountability and rigor.
• There is concern that these policies may inflate grades without ensuring actual mastery of material, potentially leaving students unprepared for higher education or professional environments.

Supporters of equitable grading, including some educators and administrators, argue that traditional grading systems disproportionately harm marginalized students by penalizing them for circumstances beyond their control (e.g., poverty, unstable home environments).

They claim these reforms motivate students by focusing on learning rather than punishment, giving them multiple chances to demonstrate proficiency.

This article also notes that the $9 million figure likely underestimates the total spending, as it only accounts for districts where PDE obtained records. Many other districts may be implementing similar reforms without public disclosure of costs. The trend is part of a broader movement in education to address systemic inequities, with equitable grading gaining traction in recent years, particularly post-2020.

Specific District Examples:

• Chicago Public Schools: Adopted a policy where no student receives less than a 50% on assignments, even if not submitted, to avoid overly punitive outcomes.
• Indianapolis Public Schools: Focused on professional development to train teachers in equitable grading, spending millions to overhaul grading systems.
• Washoe County: Invested in consultant-led training to shift toward mastery-based assessments.
• Oakland Unified: Implemented equitable grading to address disparities in student outcomes, with significant funding for training and curriculum changes.

The article frames equitable grading as part of a larger push for diversity, equity, and inclusion (DEI) in education, which has sparked debates about balancing fairness with academic rigor. Critics quoted in the article, such as PDE’s president, express concern that these initiatives prioritize ideology over practical preparation for students’ futures.

You can read the original article here > DW