Districts’ Consider Equity in Making Distance Learning and Grading Policy Decisions

Equitable responses to the COVID-19 crisis include a focus on proactively connecting with 100% of students, adopting a “do no harm” philosophy, and ensuring that students who are most impacted by structural inequity receive the support and resources they need to achieve common goals and outcomes set for all students.

Just as COVID-19 health impacts are disproportionately impacting people of color, so too will it likely have disproportionate educational impacts on Marin students. Well documented disparities in things like “Summer Slippage,” grading policies, transportation access to programs and resources, and differentiated learning supports may all play an amplified role in the impact of COVID-19 on student outcomes.

Districts are reporting that their Distance Learning Plans and emerging Grading Policies have been developed with a clear focus on equity and a “do no harm” approach.

  • NUSD has adopted a “credit/no credit” grading policy
  • TUHSD has adopted a “Universal Pass” grading system For students in good standing, their March R4 grades will be averaged out with an A in the final distance learning grading period.
  • SRCS hosted community Town Halls in English and Spanish to finalize their grading policy approach. They have chosen to give students a choice between grades and credit/no credit.
  • SUSD has decided that student grades will remain at or above where they were pre-COVID and all students will be supported to pass all classes.

Topic: Equity-Focused


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