The Controversy Over “Grading for Equity”
San Francisco Unified School District (SFUSD) recently faced intense public backlash over a proposed, then abandoned, initiative to implement “grading for equity.” The idea, championed by former teacher and education consultant Joe Feldman, suggested changes like allowing test retakes and removing homework from grade calculations. The goal was to ensure grades reflect what students know by the end of a course, not their compliance with traditional classroom expectations.
Critics quickly raised concerns about grade inflation. At a heated school board meeting, one attendee called it a “huge issue across the district.” National commentators echoed the concern, citing rising GPAs and declining test scores as evidence of a system that inflates student achievement. But Feldman argued that the current system unfairly penalizes early mistakes and discourages students from trying, especially when a single zero can mathematically doom their final grade.
The political fallout was swift. An article in The Voice of SF triggered sharp criticism from local leaders, including Mayor Daniel Lurie and Rep. Ro Khanna. Feldman, wrongly cited in the article, found himself fielding angry calls and defending his ideas against claims he says misrepresented the initiative. Despite the uproar, Feldman stood by his belief that grades should reward perseverance and mastery, not compliance and punctuality.
What the Data Really Shows?
Contrary to fears of widespread grade inflation, San Francisco Unified School District data tells a more nuanced story. Over the past decade, average student GPAs have remained stable at a B average, and standardized test scores have not declined in tandem with grades. In fact, analysis shows that schools with higher test performance generally have higher average GPAs, indicating a continued link between achievement and grading.
Even struggling students are not being given a free pass. At the alternative Ida B. Wells High School, which serves students who’ve fallen behind, the average GPA is just 1.85—the lowest in the district. Nearly one-third of math grades received by homeless high school students were Ds or Fs, and 19% of all high school math grades in fall 2022 were also in the D or F range. Despite policies that make it harder for teachers to assign failing grades—such as required parent contact and opportunities for makeup work—many students still receive poor marks.
However, one exception has fueled skepticism. At prestigious Lowell High School, math proficiency dropped from 85% to 66% since 2014, yet the average GPA has held at 3.4. Still, district-wide, the feared disconnect between grades and learning doesn’t seem as pronounced as critics claim.
The Real Crisis Beneath the Surface
While public debate rages over grading systems, deeper issues in student performance persist. Recent data revealed that only 5.8% of Black sixth-graders in San Francisco Unified School District are proficient in math—a statistic Superintendent Dr. Maria Su called “devastating.” She urged the school board to focus less on grading policies and more on addressing why so many students are struggling in the first place.
Chronic absenteeism is one major factor. At Ida B. Wells High, 96% of students are regularly absent. Studies show that consistently receiving low grades can discourage students, creating a cycle of disengagement and truancy. Feldman’s “grading for equity” proposal aimed to interrupt this cycle by giving students a path to redemption and success, but critics were more focused on symbolic concerns of rigor and fairness.
As the district moves past the grading debate, it faces a larger, more urgent question: not just how students are graded, but why so many are failing to learn at all.
