In 1990, the average GPA of high school graduates in the United States was 2.68. Over the next decade, it rose to 2.94, and by 2019, the average GPA for graduating classes reached 3.11, accompanied by an increase in high school graduation rates.
However, the latest report released in 2025 by the National Assessment of Educational Progress revealed that despite state standardized test scores indicating that the majority of American high school graduates did not meet grade-level standards in reading or math, they were still able to obtain high school diplomas.
The report also highlighted that 69% of eighth-grade students were not proficient in science subjects.
At the local level, some school districts set a minimum score of 50 for any assignments or exams, while others prohibited practices such as the “non-zero policy” and “grading-floor policy.”
Some districts are moving towards more complex systems where grades and scores are no longer solely based on students’ mastery of course content.
With the start of the 2026-27 school year, educators are seeking better assessment methods as students can now use artificial intelligence (AI) to cheat on assignments, and colleges are increasingly offering remedial courses for students who are not adequately prepared for entrance requirements.
A survey-based study conducted in 2025 by the Rand Corporation and the Thomas B. Fordham Foundation found that despite half of all schools in the country emphasizing “equitable” grading practices, the vast majority of teachers opposed such methods.
These practices include unlimited retakes, no penalties for late submissions, no zeros given, no homework assignments, and no mandatory classroom participation.
The report stated: “When those in power use a hammer to smash the few means teachers have to motivate students to engage and work hard, teachers do not like these practices. They do not like giving students grades they do not deserve.”
This report has sparked attention from school districts across the country. Here are some evolving situations in various parts of the United States.
South Carolina abolished the practice of “non-zero policy and setting minimum grades” and it took effect at the beginning of this month when schools reopened.
This legislation was initially driven at the local school board level, as local education leaders recognized inconsistencies in grading practices among different districts. Many were unaware that their districts still retained old policies that effectively prevented teachers from giving students zeros or failing grades.
Bryce Fielder, Director of the Carolinas Academic Leadership Network, told Epoch Times: “When someone told me about this, I could hardly believe it. It’s outrageous.”
He said, “If you know you can at least get a certain minimum grade, your motivation to learn will be much lower. This undermines academic integrity.” Fielder mentioned that a member of the Sumter County Board of Education actively promoted grading reforms in South Carolina, with peers in North Carolina expected to consider similar measures in the coming year.
However, he noted that South Carolina still has a long way to go to achieve the goal of 75% of students reaching grade-level proficiency by 2030, a goal overwhelmingly supported by state legislators. The new measures allow students a second chance on certain exams and assignments, provided they have good attendance records and complete assignments.
The “Truth in Grading Law” in Texas, passed in 2009, applies to traditional public schools and charter schools.
Andy Mulvihill, Chairman of the New Jersey Policy Institute and former member of the state Board of Education, expressed his hope that New Jersey could one day propose similar legislation, as many schools in the state raise graduation rates by ensuring that high school students do not score below 65 on exams.
He told Epoch Times: “This may make the numbers look better, but it doesn’t make our students look better. Lowering standards may feel good in the short term, but in the long run, it will lead to our children and their potential suffering.”
Anna Van Hoek, a member of the Higley Unified School District Board in Arizona, stated that grade inflation masks students’ actual academic achievement. Less than half of seventh-grade students meet math proficiency standards, and the majority of high school seniors’ ACT scores fall far below college admission standards.
She told Epoch Times: “Students should receive the support and opportunities they need to master the content, and parents have the right to know their child’s true academic level. Lowering standards will not prepare students for college, careers, or life.”
In Utah, the Sutherland Institute suggested that if a school district refuses to ban minimum grading policies, they should at least inform district residents of this policy so that parents can choose other schools if they do not agree with it.
Christine Cooke Fairbanks, an education policy researcher at the institute, told Epoch Times: “To fulfill the roles of education partners and decision-makers, parents need to know how their children are performing in each subject.”
Schools are implementing equitable grading practices to address low state test scores, increase graduation rates, and address academic achievement gaps based on race and socioeconomic status.
Writer and former teacher Joe Feldman introduced a four-point grading system in his book “Grading for Equity,” which does not allow students to receive zeros.
This system focuses on assessing knowledge, “not the environment or behavior,” and does not grade based on completion of homework or the accuracy of answers. In this system, students can retake exams or resubmit projects, taking the highest score from multiple attempts, rather than averaging multiple scores.
According to information on the website of Feldman’s non-profit consulting company, the Crescendo Education Group, the company has assisted schools in several states in implementing these grading measures as a way to address inequities. School districts in New York City, Los Angeles, and San Francisco, as well as the National Education Association, are listed as partners.
The largest school district in New Mexico, Albuquerque Public Schools, also lists “equitable grading” recommendations on its website. The district does not encourage grading based on class participation, penalizing for late submissions, or grading high volumes of skill practice homework.
The district also suggests that students use student IDs instead of names when submitting assignments to “prevent unconscious bias.”
Laura Link, Director of the Teaching and Leadership Master’s Program at North Dakota State University, designed a more comprehensive way to communicate students’ academic achievements and learning progress to students and parents without diminishing the importance of mastering course content.
This includes assigning grades for effort, participation, responsibility, persistence, and engagement among other enduring skills on report cards and academic records. She told Epoch Times: “All of this is to make grades more meaningful. Universities want to see students with these enduring skills, as well as academic knowledge.”
Link provided recommendations for the Bethlehem Area School District in Pennsylvania. The district implemented a “multiple grading” report card system for grades six through twelve starting in the 2023-24 school year. She is currently working with the East Aurora district in upstate New York to promote a similar program.
Maureen Leeson, Associate Superintendent of the Bethlehem district, stated that this expanded grading mechanism has been welcomed by parents, students, teachers, and administrators. Traditional end-of-term scores and letter grades are still retained, but each course is additionally given grades for participation and responsibility, ranging from 1 to 3 points; personalized comments from teachers are also provided. These grades are included in high school transcripts for college applications, but teacher comments are not.
Leeson told Epoch Times that report cards also include school profile information and explain this multi-dimensional grading system. She said there is no indication that this system has led to grade inflation or decline, and students have expressed a deeper understanding of the learning process and the importance of participation.
Local Chamber of Commerce members also appreciate the addition of enduring skills assessments in the district, as these skills are important to employers. She said, “The overwhelming majority of people prefer this approach.”
This evolving landscape marks an ongoing effort in the education sector to find a fair and effective way to evaluate students’ academic performance, ensuring that standards are upheld while supporting student growth and achievement.