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Lexington 1 trustees weigh moving to numeric grades starting in third grade; staff to return with two options
Summary
Trustees gave first reading to revisions to the district grading and reporting policy, discussed whether numerical grades should begin in third grade or include second-grade English/Math, and asked staff to return with two versions that reflect board preferences before second reading.
Lexington County School District One trustees discussed proposed revisions to the district’s grading and reporting policy at their Feb. 25 meeting and directed staff to return with two draft options before second reading: one that would begin numeric grades in third grade (the administration’s recommendation) and one that would add numeric reporting for second-grade English language arts and math while keeping performance-based reporting elsewhere.
The proposed revisions, developed after advisory-group work and stakeholder input, would change how the district reports elementary student progress by moving away from a younger- grades-only standards-based model toward numeric grades at an earlier stage. Superintendent’s staff said the intent is to increase clarity for parents about student progress while preserving standards-based practices in the primary grades.
At first reading, district leaders described the rationale: K–2 remains a developmental period in which instruction focuses on foundational literacy and numeracy; beginning numeric grades at third grade aligns with the transition from “learning to read” to “reading to learn.” The administration also proposed a long-term review cadence to ensure the policy is monitored and adjusted in line with the district’s strategic planning cycle.
Board members were split. Supporters said starting numeric grades in third grade improves clarity for parents and aligns with assessments used to track mastery. Others raised concerns about the potential early labeling of students, urging a gradual approach and proposing numeric grades in second half-time only for ELA and math. Several trustees urged more teacher input and asked staff to solicit additional feedback from elementary teachers and principals before second reading.
Dr. Mary Gaskins, chief academic officer, said staff will present two draft policy versions and implementation plans — one with numeric grading beginning in third grade and the other adding numeric reporting for second-grade ELA and math — and will consult teacher advisory groups on practical classroom implementation details such as how to report “exceeds” within a standards-based framework.
Board members also asked administrators to add a regular review schedule for the policy (board discussion favored aligning policy reviews with the district’s strategic-plan cycle). Trustees signaled that, while they value the recommendations from teacher and advisory committees, they must also weigh feedback from parents and classroom teachers across the district.
No final vote was taken; the item was presented as a first reading and staff were directed to return with the two options and additional implementation guidance for the board’s second reading and vote.
