In a recent government meeting, Ryan Moore, the Executive Director of Strategy and Governance, presented findings from a comprehensive evaluation of the district's grading policy, which underwent significant revisions following the disruptions caused by the COVID-19 pandemic. The evaluation, conducted in partnership with Hanover Research, aimed to assess the impact of these changes on grading practices across schools.

The new grading policy, fully implemented in the fall of 2022, was designed to standardize grading practices and improve compliance with minimum expectations for grades 3 through 12. Moore highlighted that the revisions were prompted by a noticeable increase in students accumulating zeros due to absenteeism during the pandemic. The evaluation focused on two main areas: compliance with the new grading standards and the correlation between grades and standardized assessments.

Initial findings revealed that middle schools demonstrated the highest compliance with the new grading standards, providing ample opportunities for student feedback prior to major assessments. In contrast, high schools showed the lowest compliance, with many courses failing to meet the minimum expectations for practice assignments. This discrepancy raises concerns about the potential impact on student grades, particularly in high-stakes subjects like Algebra 1, where failure rates have historically been high.

The correlation analysis examined how closely student grades aligned with performance on standardized assessments, such as the Georgia Milestones and I Ready tests. The results indicated that grades for students in grades 3 to 5 showed strong alignment with standardized assessments, suggesting that the new grading practices have positively impacted early learners. However, the correlation weakened in middle and high school grades, particularly in AP courses, where grading practices did not align well with student performance on AP tests.

Moore emphasized the need for ongoing evaluation of grading practices, particularly in high schools, to ensure that they effectively support student learning and achievement. The findings from this evaluation will inform future discussions on grading policies and instructional practices, with the goal of enhancing educational outcomes for all students.