The San Francisco Unified School District (SFUSD) has decided not to proceed with a proposed grading policy aimed at promoting educational equity, following intense criticism from both parents and educators across the political spectrum.
The initiative, dubbed "Grading for Equity," was introduced during a recent Board of Education meeting, with the stated intention of creating a more inclusive and fair academic environment. Superintendent Maria Su noted that the idea behind the proposal was to offer professional development in standards-based grading methods.
However, the proposed changes quickly drew backlash. One of the more contentious elements of the plan was a revised grading scale, which would have allowed students to earn an A for scoring as low as 80 percent, and still receive a passing D grade with a score as low as 21 percent. Critics argued that such a policy would lower academic expectations and diminish accountability, potentially harming student outcomes in the long run.
According to *The Voice of San Francisco*, the proposal also suggested that final exams could be taken multiple times, and that only the final attempt would count toward a student’s semester grade. Supporters of the policy believed it would give students more flexibility and reduce pressure, while encouraging mastery of the material. However, many community members viewed the policy as a form of grade inflation and expressed concern about its impact on college readiness and academic integrity.
Feedback from the community was swift and overwhelmingly negative, with parents, students, and teachers voicing strong objections. Opposition came from both liberal and conservative corners, highlighting the widespread concern over the potential consequences of the grading shift.
In response to the outcry, SFUSD confirmed that it would not implement the grading-for-equity strategy. The district emphasized that while it remains committed to equity in education, it will explore alternative approaches that maintain rigorous academic standards while supporting all students.
This decision reflects a broader national debate over how best to balance educational equity with academic excellence in public schools.
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