Grading or Gatekeeping? What Are We Really Measuring in Schools?

What if the way we grade students is not actually measuring what they know?

In this episode, we take a deep look at traditional grading practices and ask hard but necessary questions about equity, accuracy, and student learning.

From the 0–100 grading scale and how a single zero can distort achievement, to late penalties, extra credit, and assignments that don’t always reflect mastery, we explore how grades can sometimes measure compliance more than understanding.

I also share a personal experience as a parent that challenged my perspective on grading and learning, along with reflections on how we support students who are struggling, and those who may be passing without being fully prepared for what comes next.

We also talk about:

•  Why behavior and academic achievement should be separated 
•  The problem with averaging scores over time 
•  Why re-teaching and reassessing matters for true mastery 
•  And how instructional decisions should be driven by data, not just grades in a gradebook 

This is a conversation for educators, parents, and anyone who cares about student success beyond the report card.

Are our grading practices telling the truth about learning or are they gatekeeping opportunity?

Let’s talk about it.

Connect With Me

To submit a question or join my mailing list, use the information below.

• Facebook Group: TheAdvocate
• Instagram: @TheAdvocateDr.Love
• Email: Dr.Love.TheAdvocate@gmail.com

Transcript

SPEAKER_01 0:02

What if I told you a student could fail because of a zero, lose points for turning in quality work late, or drop their grade over something like a crossword puzzle, even when they actually understand the content? And on the flip side, a student could pass the class, be labeled successful, but still be unprepared for what comes next. So let me ask you, are we grading learning or are we grading everything else? Welcome back to the Advocate Podcast. I'm your host, Dr. Christy N. Love. And in today's episode, we're unpacking the flaws in the traditional grading system, how zeros and averaging distort achievement, why behavior should not be included in academic grades, and what it really looks like to grade for mastery, not compliance. Let's go.

SPEAKER_00 1:21

She specializes in culturally responsive teaching, restorative practices, and socio-emotional learning, helping schools create supportive and inclusive environments. Through the Advocate Podcast, she amplifies voices, challenges inequitable systems, and keeps children at the center of every conversation.

SPEAKER_01 1:44

Now the math ain't mathing. Let's start with the grading scale. Most systems say A equals ninety to one hundred, B equals eighty to eighty-nine, C equals seventy to seventy-nine, D equals sixty to sixty-nine, and F zero to fifty-nine. Now think about that. Each passing grade spans ten points, but failing there's a sixty point range. So students have ten points to succeed, but sixty points to fail. That's not equitable. Now add a zero. A student could earn an eighty-five, a ninety, and an eighty-eight. Add one zero, it doesn't just lower the average, it crushes it. And now recovery feels almost impossible. So we have to ask, is a zero measuring what a student knows or what they didn't do? Okay, let's be honest. Zeros are often given for missing assignments, late work, and yes, sometimes behavior. But those things don't always reflect learning. So what happens? Students begin to believe I can't recover. Why even try? And I'm just not good at this. And that's how we lose them. Not because they can't learn, but because the system made it feel too late. Let's get really clear about something. Turning in work late matters, but it is not an academic deficit. If a student completes an assignment, shows full understanding, but turns it in late, why does the grade go down? Because now we're grading time management, compliance, and behavior. And those things should be addressed. Yes, they need to be addressed, but not inside an academic grade. If the issue is behavior, then the solution should be behavioral support, not academic punishment. Here's another issue. Grades are often tied to assignments that don't actually measure mastery. A student can get at zero for not completing a crossword puzzle, but pass the test. So what was the crossword measuring? Or this. My son had to memorize a Mark Anthony speech for a test grade. And I had to ask, what standard is this measuring? Because if a student struggles with memorization, has anxiety, or learns differently, now their grade drops. Not because they don't understand the content, but because of how it was measured. Now I've considered these grading practices in my personal grading for a while, which fueled me to become an advocate for my son. And I have the perfect example. Michael received a 60 or 70 on a quiz. So I reached out to the teacher, not to argue about the grade, but to ask if she could go over the test with him to explain to him what he missed and why. Because I knew he didn't understand at least 30 to 40% of the material covered. And you won't believe the response. Because in that moment, something became crystal clear. For the system, it was about the grade. But for me, it was about my child's learning. Because a higher grade without understanding doesn't help him at all. It just hides the gap. When extra credit has nothing to do with learning, when students lose points for lateness but gain points for supplies, we have to ask, what is the grade actually measuring? You know, I saw something on social media that really captured this. It says, student fails a test. What should happen? Reteach, retest. We should not punish kids for learning more slowly than your original teaching. Teachers shouldn't assume the student didn't do his or her best. We are responsible for students learning the material, not just assigning grades. If a student fails, clearly we need to try something else. Let's sit with that. Because learning is a process, but grades often freeze students in the middle of the process and make it final. Let's talk about averaging. A student fails the first quiz, gets a C on the next one, then earns an A on the final assessment. And we average it? Why are we holding on to early failure when the student has already demonstrated mastery? Or this. A student retakes a test and improves. And we average the scores? That doesn't reflect learning. That reflects history. The most recent evidence should matter the most because it tells us what the student knows right now. As an educator, I had to rethink my own practices. There are times I don't even put the quizzes in the grade book. I use them for what they're supposed to be. Feedback. I track the data, I identify gaps, and I adjust my instruction. And once students show mastery, that's when the grade matters. Because the goal is not to record every mistake along the way. The goal is to answer one question, did they learn it? But let's also talk about the other side of this. Because it's not just about students being unfairly failed. Sometimes students are being passed along. Not because they've mastered the standard, but because they're compliant. They turn and work on time, and they're just good kids. And on the surface that looks like success, but in reality, they may not be receiving the rigor they need. They may not be prepared for the next level. And they may walk into college or careers thinking they're ready and realize they're not. So now we have two problems. Students failing who could succeed, and students passing who aren't truly prepared. And both come from the same issue. Grades that don't accurately reflect learning. When we tie grades to compliance, behavior, speed, or irrelevant tasks, we create systems where students are misrepresented. Some are held back unfairly. What if that one grade drops their average just enough to impact something bigger? A scholarship, an opportunity, or even their future? Now this isn't just about a grade, it's about access. And on the other hand, others are pushed forward unprepared, and neither is equity. So I'll leave you with this. Are your grading practices opening doors or quietly closing them? Are your grades telling the truth about learning or just telling the story of everything that happened along the way? Because those are not the same thing. And one of them can change a child's future. If this episode challenged your thinking, share it with an educator or parent. And ask yourself, what do my grades actually measure? Let's continue advocating for practices that prioritize learning over points. Thank you for joining me on the Advocate Podcast. Until next time, keep asking the hard questions. Keep showing up for children, and keep advocating because children deserve adults who won't stop fighting for them. Have a blessed day!