Student urges Marysville board to review mastery grading, citing retake and motivation concerns

A Marysville Exempted Village student urged the school board on May 21 to re-evaluate the district's mastery grading system, arguing it can reward repeated retakes rather than consistent mastery of course material.

Kaylee Carter, who introduced herself and said she lives in the district, told the board she had collected testimony from current and former students. "I'm able to fail three tests in a quarter and still end off said quarter with an A," she said, arguing that the system can shift student focus to securing a grade rather than achieving deep learning. Carter also relayed an anecdote from a former high-school teacher who said some students "took advantage of unlimited retakes without doing the work to actually master the material." Carter said she would leave an infographic with the board summarizing her findings.

Carter said district data she reviewed "shows that student growth recently has fallen shy of expectations," and asked the board to open conversations with students and families about whether mastery grading is the most effective approach.

Superintendent Dr. Howard thanked Carter, said staff had her contact information and that the district would follow up. No board action or policy change was made at the meeting; the comment was received for the record.

Why it matters: Grading policies shape classroom incentives, college preparedness and perceptions of student learning. The student raised questions about whether the mastery approach, as implemented, produces the intended instructional benefits.

Next steps: Carter asked for dialogue; district staff acknowledged receipt and said they would be in touch to pursue follow-up outside the meeting.