Grade Expectations: Sparking a Grading Revolution

Dr. Heather Karuza • Cahn Fellow 2023

This project explores the implementation of Equitable Grading and Instruction (EGI) practices at Nathaniel Narbonne High School in Los Angeles to improve A-G course completion rates and overall student achievement. Facing low A-G completion rates and inconsistent grading practices, school leaders initiated a comprehensive approach to adopt EGI, including extensive teacher training, development of common learning targets and assessments, and regular data analysis. Over two years, the percentage of seniors meeting A-G requirements with C or better grades increased from 56% to 62%, with the incoming senior class on track for 69% completion. Key components of the initiative included establishing an EGI subcommittee, facilitating collaborative teacher sessions, and empowering department chairs to lead implementation efforts. Challenges involved shifting teacher and student mindsets around grading and motivation, as well as aligning assessment and grading practices to increase consistency across courses. The project demonstrates how a systematic approach to equitable grading, coupled with distributed leadership, can drive meaningful improvements in student outcomes and school culture. Future plans include expanding parent and student engagement with EGI principles and adapting practices for non-core courses.