School district requires grading changes

Starting next year, CVHS will transition to proportional grading, a shift that will reshape how students are assessed in their classes. Under this system, created by educator Joe Feldman, next year’s students must receive a minimum grade of 50% for missing assignments or be graded on a 0–4 scale instead of the traditional 0–100 that the school has used for years. 

Castro Valley Unified School District trustees voted unanimously to adopt the change on May 20. Supporters of the change want to reduce the impact of zeros on a students’ overall grades and emphasize learning over penalization of the students.

To support this change, the Castro Valley Unified School District has invested in staff training and district-wide discussions on grading equity and consistency. The policy is set to roll out starting next school year.

“I actually think it’s really important for students to be able to show us what they know and are able to do it in the best way possible. That’s why, for me, it’s been really important to have the opportunity for students to have different ways of showing their knowledge,” said Superintendent Parvin Ahmadi. “It’s about making sure it’s accurate, fair, and that students have an opportunity to actually understand it.”

Reactions among educators have been divided. A teacher-conducted survey showed that while 47.1% of CVHS teachers currently use a 0–4 scale in their grading, 60.6% oppose making the scales mandatory for their grading. Some teachers and parents fear the policy could reduce accountability and motivation for students by awarding partial credit for incomplete work. 

“I am gravely concerned about the possibility of a policy that mandates proportional grading,” wrote government and psychology teacher Carmelina Frasca in her email to the school board. “Will student grades increase? Yes. Will their learning increase? Highly doubtful. This could lower motivation and prevent students from developing skills like meeting deadlines and taking responsibility.”

Frasca also raised concerns about grade inflation and the scale itself: “With these systems, students can pass by demonstrating only a small fraction of the required knowledge. That’s not educationally sound and doesn’t prepare them for life beyond high school.”

Like teachers, students are split on their opinion on whether the new scales will benefit them. Some students appreciate the focus on learning and the chance to improve through reassessment, while others worry the system may encourage complacency.

At a school board meeting on May 20, officials claimed that the shift will not negatively affect GPAs or college admissions. With this new implementation, they believe that students’ grades will improve vastly, and they’ll be more motivated to learn and participate in their classes. 

As CVHS prepares to implement the new system, district leaders plan to monitor its impact closely and gather ongoing feedback. In their eyes, this implementation will cause an increase in students’ interest in school by not punishing them for their mistakes.