Students Say Proficiency-Based Grading Encourages Deeper Learning and Use of Retakes

Students in a classroom discussion said shifting from a traditional 0–100 grading scale to a 1–4 proficiency-based system has encouraged deeper learning, more targeted remediation and greater ownership of study habits.

The change matters because students described practical effects on how they study and how teachers structure class time. Student 2, a high school student, said the system moves learners “instead of memorizing the answers to actually learning concepts.”

Students described the mechanics of the scale: Student 4, a high school student, explained, “So we have 1, 2, 3, and 4. And 4 is the best, 1 is the worst. And if you get, like, a 2 on your first time, you can go back on, like, what you’re missing and then and try to get better at it.” Several students said a level 3 represents being on grade level and level 4 indicates advancing beyond the standard expectations.

Multiple students said the proficiency system allows targeted retakes. Student 2 said, “You can always go back and retake tests as many times as you need to until you fully understand the topic.” Students described that retakes focus only on missed concepts rather than requiring them to redo whole assessments; Student 4 added that remediation lets students “find out why you didn’t understand it, learn that concept and then look forward and try to master that skill.”

Students reported classroom changes tied to the shift. Student 3 said teachers now “target things individually” instead of cramming broad topics, and Student 5 said classmates are “asking more questions.” Several students said higher-performing students can pursue advanced or enrichment work while others concentrate on foundational skills, and Student 2 described peer grouping where students at similar levels support each other.

Students tied the model to future preparation. Student 3 said the approach helps “target in learning for, say, your ACT scores” and builds study habits and discipline for college. Student 4 said the system has made them “more disciplined on yourself to try to get better.”

The discussion did not specify administrative limits or formal district policy details. The number of allowed retakes and precise grading-implementation rules were not specified during the conversation.

Less critical details: students noted the system gives clearer expectations (an outline of what they are meant to learn) and that levels let families track progression at home rather than relying on a single percentage score.