Board hears grading‑policy push; staff seeks standards‑based alignment in middle schools

The Redondo Beach Unified School District Board of Education heard a presentation Feb. 24 from its grading‑policy committee, which recommended course‑level alignment of grading practices and proposed that middle‑school core courses report grades using an administrator‑approved standards‑based scale beginning with the 2027–28 school year.

The committee, led by district educational services staff and including teachers, administrators and eight students, said it formed to address perceived grading inequities when different teachers in the same course use different grading practices. Student speakers told the board that inconsistent teacher practices can change a student’s GPA and college prospects. “We want grades to reflect what we actually know rather than who our teacher happened to be,” one student said during the presentation.

Why it matters: Staff said consistent grading at the course level will make evaluation fairer for students and families and will be supported by professional development. The proposal keeps a traditional percentage scale at the high‑school level while aiming to codify a standards‑based approach for middle schools, where staff reported about 84% of core‑subject teachers already use some standards‑based methods.

Board members pressed staff for details on the conversion of standards‑based marks into PowerSchool percentages, oversight and the authority that principals will have to ensure teachers follow course‑level agreements. Eileen Leckenby, director of educational services, said the district will use the March 13 professional‑development day for department alignment work and that teachers will design the specific standards‑based scale to be administrator‑approved and then rolled into the district’s grading system.

Teachers and commenters who addressed the board urged caution. Keith Ellison, a middle‑school teacher, told the board the district’s survey misstated teacher support and called for a teacher‑led committee before any policy change. “The district is confusing usage for approval,” Ellison said, asking the board to delay and require a middle‑school committee to study implementation. Another teacher, Peter Rappaport, warned of possible grade inflation and a loss of teacher voice if the policy is adopted without a detailed plan.

Staff response and next steps: District staff acknowledged the concerns and said a year of planning, focused PD and principal monitoring will precede implementation. The policy was presented as a first reading; staff said they will revise the language based on board feedback, check legal constraints about late‑work rules, and return with an action item on March 10. If approved, department‑level agreements and an administrator‑approved conversion for PowerSchool will follow before the 2027–28 start.

The board did not vote on a policy change at the Feb. 24 meeting. The discussion closed with board members asking staff to supply clarifying edits, legal guidance about late‑work penalties, and a clear timeline for the proposed rollout.