Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Grading Reform topic
No spam. Unsubscribe anytime.
Board hears results of grading reform survey and next steps for grading, habits of scholarship and standards
Summary
Staff presented results of a district survey on grading and assessment practices and outlined next steps for policies that would clarify grading, proficiency standards and assessment tools. Respondents sought clearer communication about grades and a stronger separation of academic proficiency from habits of scholarship.
Asheville City Schools staff briefed the board on a community survey and the district’s next schedule for reform policies about grading, standards and assessment.
The survey attracted 61 responses, primarily from parents. Staff summarized results in three theme areas: parents want clearer, more timely communication about grading and graded work; they expressed concerns that grades do not always reflect mastery and that grades rely too heavily on tests without remediation; and they asked for a holistic view that distinguishes habits of scholarship (work habits, executive functioning) from academic proficiency.
Central office staff told the board that the reform policy work will continue and that future policies will address curriculum standards, student behavior and grading procedures with the goal of aligning grading practice to district values. The staff recommended placing the current policy set on the consent agenda for routine adoption and scheduled further reform policy discussion in the fall when curriculum and grading rubrics are developed and tested with teachers.
Board members praised the survey as a start and urged careful work on the technical definitions of “proficiency” to avoid confusing percentile‑based interpretations with demonstrated mastery. The board also discussed professional development for teachers to implement grading reforms and monitoring metrics the district could use to track implementation.
Ending: Staff will move the reform policies forward on the consent agenda as routine updates and will return with additional curriculum and grading policy work in the fall; the board requested continued communication and clearer examples to show parents how grades relate to proficiency and habits of scholarship.
