Physical Address
304 North Cardinal St.
Dorchester Center, MA 02124
Chicago Public Schools (CPS) are currently embroiled in a conversation about their grading policies. One principal has voiced strong concerns that lenient grading will not prepare students for real-world challenges.
Ellen Kennedy, principal of Richards Career Academy High School (RCAHS), emphasizes the discrepancy between school grading standards and job expectations. In a recent report by the Chicago Sun-Times, she stated, “When students graduate and are working in jobs, what they experience around grace and flexibility at school is not going to match. This bubble is not going to surround you wherever you go.”
RCAHS serves a predominantly Latino and Black student body. Before the COVID pandemic, the school implemented a grading policy allowing students to redo assignments multiple times and submit work late. This shift aimed to tackle chronic absenteeism affecting schools across the district.
The grading approach known as no-zero grading stands out in this discussion. Under this policy, the lowest score students could receive was a 50, instead of a zero, providing them with an opportunity to recover from poor performance.
The Rise of No-Zero Grading
No-zero grading has gained traction in not only CPS but also many educational institutions nationwide. Advocates argue that traditional grading systems may hinder students’ ability to improve and engage in their learning effectively. They maintain that giving students multiple chances to demonstrate their understanding helps foster a more supportive educational environment.
Jessica Bunzol, a transformation coach at the University of Chicago Network for College Success and someone who has worked closely with RCAHS, argues that receiving failing grades does not motivate students. “That belief that our classroom should be oriented toward helping young people to succeed, rather than orienting them towards failure, is really a critical part,” she explained. Bunzol added that research shows that failing grades fail to spark motivation among students.
Balancing Compassion and Accountability
A CPS official who oversees attendance and truancy acknowledged the importance of understanding students’ circumstances. Zakieh Mohammed stated, “We’re not issuing grades without knowing the full story. If the student has not shown up, are we just issuing a zero, or are we asking why?” This perspective highlights a shift towards recognizing the social and emotional needs of students.
Science teacher Candace Brahm elaborated on the same sentiment, saying, “We wanted to show up for our kids first and then grading was secondary.” Such statements reflect a commitment to prioritizing student well-being alongside educational achievement.
Voices of Concern from Students
However, not everyone agrees with the lenient grading system. Some critics, including administrators at RCAHS and other CPS schools, express concerns that such policies might allow students to pass with minimal effort. These critics argue that requiring regular attendance and timely submission of assignments is essential for developing responsibility and accountability.
Kayla Saffold, a student at RCAHS, shared her frustrations about classmates successfully passing courses despite high rates of absenteeism and incomplete assignments. “I was a witness to kids just coming in, like, twice a week and doing two assignments and then passing the class. It was just crazy to me,” she said. Saffold further noted her feelings of unfairness as she put in considerable effort for her grades while some peers did not.
Impacts on Attendance Rates
Recent analyses reveal worrisome trends associated with these lenient grading practices. A report by Chalkbeat and WBEZ highlighted that last year, a quarter of all high school students in CPS missed more than a month of school, yet graduation rates continued their upward trajectory. Many educators and experts worry that the current policy might be enabling chronic absenteeism while also contributing to improved graduation statistics.
CPS Response and Ongoing Dialogue
CPS did not immediately comment on the controversies surrounding grading practices. However, the school district released a statement acknowledging the balance it seeks between student well-being and academic integrity. The district said it is committed to equity, emphasizing high expectations for all students while also providing diverse opportunities to demonstrate mastery of the curriculum.
The challenge lies in finding a grading approach that both supports students’ needs and prepares them for future endeavors. As educators and administrators debate these issues, the aim remains to foster a learning environment that supports academic success while promoting conscientious citizenship.
The discussions surrounding grading policies at CPS exemplify a broader conversation taking place in educational systems beyond Chicago. As schools evolve, they must continuously reassess methods to ensure they meet the dynamic needs of students and society as a whole.
