"Equitable" Grading Through the Eyes of Teachers

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 1
  In Roundtable Session: Teachers as Agents of Equity: Data, Democracy, and Instructional Change

Abstract

Despite the growing prevalence of “equitable” grading policies—such as minimum grading policies and the elimination of late penalties or homework—there is limited empirical research on the prevalence of these policies or how educators view them. To address this gap, we analyze data from a nationally representative survey of 957 K–12 public school teachers administered by RAND in Fall 2024. Results indicate widespread skepticism among educators – including those of color – regarding policies that are perceived to lower academic expectations.

Author

• David Griffith, Thomas B. Fordham Institute