Portland, Oregon public schools are making a controversial move to implement more “equitable” grading practices. This progressive city’s school district is considering changes that would level the playing field by eliminating failing grades and reducing the importance of academic factors in grading. These new guidelines include removing zeroes, switching from a 100-point scale, eliminating penalties for late work, and disregarding cheating. The district claims the changes are intended to address racial disparities in grades and promote fairness and diversity. However, critics argue that these changes undermine fairness by allowing cheaters and slackers to succeed without consequence.
The “bias-resistant” framework is set to be introduced next school year in Portland, but it is still undecided whether it will apply to all grades or only middle and high school students. While some school districts around the country, including those in California, Iowa, Virginia, and Nevada, have already implemented similar grading measures, many educators remain skeptical. Dr. Meredith Coffey, an educational researcher and former high school English teacher, found that such policies encouraged slacking in her classroom. Coffey believes that teachers should have the flexibility to respond to individual student needs rather than enforcing blanket policies.
Portland’s new standards would eliminate zeroes and grade deductions for cheating. While the intention may be to make grades more equitable, the reality is that performance will never be completely equal. It is important to alleviate academic pressure for students, but it is equally important not to excuse laziness or carelessness. These policies oversimplify the issue and fail to differentiate between struggling students and those taking advantage of the system. John Essington, a professor of teacher education, warns that implementing such drastic grading changes will have negative consequences for both students and teachers.
While it is true that some students will attempt to manipulate the system, hard-working students who excel despite challenges should be recognized for their efforts. They deserve to have their achievements accurately reflected in their grades, rather than being lumped together with those who exploit the system. It is important for Portland to recognize that effort, ability, and execution are not equitable and to make decisions that reflect this reality.
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