Equity Grading, Grades and an Unjust World

Grading in itself is rarely fair. Equity grading is not fair. But here at Maricopa Christian Academy we make a great effort in having our grades accurately reflect our student’s achievements in a fair way to everyone who counts - of course the student, his/her parents, potential colleges, future employers and us, his instructors and principal.

It was reported today the San Francisco Public School system was cancelling the “Grading for Equity” initiative as reported by Fox News. Fox News explained how the cancelled initiative was to work. “The letter-grade system would also be significantly altered, allowing students who score an 80 to receive an A and students who score as low as a 21 to pass with a D, which models the "Grading for Equity" system in the San Leandro Unified School District, Voice of San Francisco reported.

Under the proposed standards, how a student scores on the final exam, which could be taken multiple times, would be what counts toward their grade for the semester, according to the Voice of San Francisco.”as reported by Elizabeth Pritchett of Fox News.

The purpose of the initiative was, “Homework and classroom participation will no longer influence a student's final grade. Students will be assessed primarily on a final exam, which they can retake multiple times. Attendance and punctuality will not affect academic standing” is a description of the initiative as described by Jesus Mesa of Newsweek in an article he wrote on May 28, 2025.

Sorry. That is probably more than you wanted to know about Grading for Equity, but I think the above brief description is a brief, accurate description..

First, they are correct in saying all students have different educational backgrounds, parents and outside of school support resources. That no traditional education is going to in a fair and just manner be able to reflect those inequalities in their instruction or grading system. But we at Maricopa Christian Academy are not a traditional education system.

I have worked in seven public school systems in three states. Always when I became frustrated with the grading expectations, after a while, I would bring up the point to the principal I work for or my fellow teachers or whatever poor soul I catch in the hallway that the grade given by the fourth grade teacher in room 2 is never the same as the fourth grade teacher in room 3 in the same school. The same goes for subjects such as history or biology in high school.

Each teacher even under the same expectations under the same principal will interpret the grades for each student differently than the other teachers in her building. The teacher’s life experiences, view of the world, education and prejudices will ensure a different grade outcome.

Homework support for each family. Some home environments are quiet, others noisy. Others have quiet castles to study in while others have an old couch with a loud television to ignore. There are parents who can answer questions and support their children and their are those who are not home to help. It gets more unfair.

Most classroom teachers instruct the class to the low middle in skills. Most of a teachers students are not on the same page as far as previous academic skills. There are students who have never mastered the base skills necessary for the days lesson. Always some of the students do not have the reading vocabulary or comprehension to grasp the lesson. Students who have no motivation to care about school are sitting in the class.

How are we different? How do we daily provide a fair, motivating and challenging education? How are the student report cards not only fair, but accurate reflections of each student’s individual achievements? How do we consistently train students to stand out academically? How do we create responsible, respectful, hard working students? So many questions. Today, I will focus on grades.

We do not use group instruction as a general rule for teaching our students. Each student’s daily individual learning in kindergarten through twelfth grade includes proving to their teacher a concept is understood before the next skill is introduced. Skills build toward more skills. Knowledge builds knowledge. We do teach lecture skills in a group setting through Bible teaching in the seventh through twelfth grades.

A student’s class mates need not be concerned about how the rest of his classmates are doing. His progress neither impedes the rest of the learning in the class or forces the class to progress faster than expected. His learning moves at the teacher/ principal/school expectations.

One reason our method works so well in instructing our students is every new student is tested for math and reading skills. This supports us because after the test results, we are able to place our students at a starting level where they are able to build upon skills. This is very helpful as almost all of our students arrive one to ten years behind in those two skills. I will write someday here or on Substack how we are able to build those skills quickly to support our students in meeting grade level expectations and eventually surpass those expectations.

Our grades are based on where a student is at academically. Our students are responsible for attendance, completing daily assignments, work ethic, and completing work as shown. These aspects are fifty percent of each student’s grades. Where we differ is the chapter test. Students have to pass their test at eighty percent or better on the first attempt to earn an A grade. If a student does not pass on the first attempt, he must go through the chapter again and convince the teacher he understands it well enough to try to pass at eighty percent for a B grade. The process is repeated if needed for a C grade.

All students eventually master the material. Our goal is mastery on the first try. If not the first try, them mastery eventually. Not mastering a skill or expected knowledge means we are providing the same poor expectations as everyone else. Mastery allows building for new knowledge.

Our grades are geared toward subject mastery for all. As compared to almost everyone else grading for passing a course. The motivation for our students is quite different than a traditional school. Our students learn sooner or later, passing on the first attempt means going on to new material instead of repeating for mastery.

Add the fact, all students begging their education at a tested place of success. Not only do our students who are up to ten years behind in skills benefit, but also the students who are one to three years ahead have the opportunity to begin at a place of success to quickly move to challenging material.

Our report cards provide to our students an accurate reflection of the students learning and gain of skills other systems cannot. This motivates our students to improve daily. This allows are students to reach their maximum potential towards their future after graduation.