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Castro Valley Unified School District

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Standards Based Grading Using Equitable Practices

A Collaborative Approach to Standards Based Grading Using Equitable Practices

As a District we are committed to providing the highest quality educational experience for all of our students, and that includes reviewing and updating our grading policies. While instructional practices and strategies have evolved and changed over time, traditional grading practices have remained the same over the last 100 years. We’ve come to understand that these past grading practices do not accurately reflect student learning, are subject to implicit bias, and are not motivational for all students. 

Our ultimate goal is to create a system that reflects a student's mastery of the standards and eliminates areas where bias can impact grading accuracy. Equitable grading is a critical component in closing opportunity gaps and reinforces many of the priorities stated in our strategic directions, including Our Mission that “We work together to provide safe, challenging, innovative, and culturally responsive learning environments to ensure that all our students feel respected and supported to achieve their unique academic potential and explore their individual talents.” We look forward to taking this collaborative journey with you.

  • Standards-based grading using Equitable Practices supports efforts to ensure that grades accurately reflect student learning. Every grade is based on clearly defined learning standards and shows what students know and can do, rather than being influenced by factors such as compliance, participation, or access to resources.

     

    Through our Standards-Based Grading initiative, we are creating a grading system that is:

     

    An illustration depicts three pillars labeled 'Accurate,' 'Bias Resistant,' and 'Motivational,' supporting the phrase 'Three Pillars of Equitable Grading.'

    Accurate = Grades use calculations that are mathematically sound, easy to understand, and correctly describe a student’s level of academic performance.

    Bias Resistant = Grades give all students an opportunity to succeed by counteracting institutional biases and limiting the impact of our subjective and implicit biases.

    Motivational = Grades motivate students to achieve academic success, support a growth mindset, and give students multiple opportunities to show what they know.

     

  • Traditional Grading Practices   Standards-Based Grading Using Equitable Practices

    Behavior is mixed with academic progress. Grades include factors such as timeliness, homework completion, participation, effort, and bringing materials to class — all combined into one overall grade.

    		  

    Academic grades are separated from behavioral factors to ensure fair and accurate evaluation of student learning.

     

    Criteria for success are not always provided, and grading tends to be one-directional (teacher-to-student).

     

    		  

    Clear success criteria and standards are communicated so students understand expectations and can take ownership of their learning.
    The 100-point scale includes 60 points for failure, making it mathematically disproportionate. A single zero can drastically lower a student’s grade without meaningful recovery options.  

    Evenly weighted grading scales (e.g., 50–100% or 0–4) reduce the disproportionate impact of a zero while still reflecting missing work or assessments.

     

    All assignments, regardless of timing or purpose, are averaged into a single grade — including early attempts made during the learning process.

     

    		  

    Summative assessments carry greater weight than formative ones, allowing grades to reflect what students know and can do after instruction and practice.

     
    Students are not typically allowed to retake or revise work, which limits opportunities to demonstrate growth.   Students are encouraged to continue learning and teachers reassess standards to show growth over time. Multiple ways to demonstrate understanding and skill are supported.

     

  • Beginning in 2020-21, CVUSD started the transition to standards based grading using equitable practices. Some of our work over the years has included:

    • A Grassroots High School Teacher Piloting Group
    • A Book Study on Equitable Grading Practices
    • Ongoing Professional Learning Opportunities with Joe Feldman (PD Days, after school)
    • Online Professional Learning Modules (over 350 Educators completed)
    • Educators reading Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms
    • Updating Board Policy & Administrative Regulation (2019)
    • Every Site Discussing and Trying Out Varied Practices

    As we increased our implementation of equitable practices in our grading work and policies, we shared some of the standards-based grading practices we were using and the timeline for the continued rollout. All teachers provided opportunities for students to redo and retake assessments and assignments. As outlined in board policy, students in kindergarten through 12th grade were afforded the opportunity for redos and retakes in order to learn from their mistakes and deepen their understanding of the material through reteaching and Response to Intervention support. We continued to refine our redo and retake practices and policies to ensure consistency and continuity among grades, departments, and schools. Additionally, as outlined in board policy, we incorporated practices that centered knowledge and removed nonacademic factors from grading, including behavior, punctuality, effort, work habits, and classroom participation.
     

  • During the 2024–25 school year, CVUSD focused on the proportional distribution of grading scales (e.g., 50%–100%, 0–4) to ensure that students’ performance was accurately and mathematically represented in their grades. The district also continued to incorporate practices that centered knowledge, removed nonacademic factors from grading, and were based on valid evidence of a student’s command of the content.

    During this time, CVUSD worked closely with teachers and school communities to review the latest research, data, and best practices through educational modules, book studies, action research, committee work, and community presentations. These forums allowed staff to deepen their understanding, collaborate, ask questions, and—most importantly—provide feedback to ensure students were set up for long-term success.

    Throughout the year, several key meetings and milestones supported this work:

    February–March 2025

    • Board Study Session on Standards-Based Grading Using Equitable Practices (Feb. 1)
    • Middle School and CVHS Department Proportional Grading Check-Ins

    April 2025

    • Middle School Department/PLC Lead Board Policy and Administrative Regulation Check-In (April 10)
    • CVHS Department Lead BP/AR Check-In (April 14)
    • Secondary Department/PLC Lead BP/AR Final Review (April 24)
    • Board Subcommittee Review (April 30)

    Following this collaborative work and stakeholder input, CVUSD updated its Board Policy and Administrative Regulation on grading to align with standards-based grading using equitable practices and ensure consistency and clarity across all schools. BP 5121 | AR 5121

    Common Themes from Teacher Listening Sessions

    • Need for additional collaboration time to plan and calibrate
    • Desire to use summer work hours for proportional grading development
    • Challenges providing targeted interventions with large class sizes
    • Requests for additional support to build and align rubrics
    • Need for more resources for multilingual learners

    District Responses to Identified Needs

    • Planning Time: Teacher release days by department and summer work hours for rubric creation and collaboration
    • Intervention Systems: Additional or reorganized staffing to support smaller intervention group sizes and “all hands on deck” support
    • Professional Development: New secondary lead teachers, PD days, and an Instructional Practices TOSA to support implementation
    • Multilingual Learner Support: Resources, materials, and integrated ELD strategies provided by the MLL Director and TOSA

  • CVUSD is taking a thoughtful, research-based approach to implementation.
     

    2025–26:

    • Proportional grading implemented across secondary schools
    • Teachers calibrate rubrics and collect quarterly grade data
    • Family information sessions and feedback opportunities
    • Continue Professional Development and department collaboration


    2026–27:

    • Analyze data and refine grading scales
    • Continue professional development and department collaboration
    • Share findings with the community and board


    2027–28:

    • Monitor and adjust practices based on research
    • Highlight success stories and ensure consistency districtwide
    • Continue Professional Development and department collaboration
    • Continue family partnerships and transparency