San Francisco Unified School District Superintendent Maria Su is preparing to implement a significant change to the high school grading system this fall. The plan, called Grading for Equity, will apply to 14 high schools and affect more than 10,000 students. The shift in grading practices is scheduled to take effect without formal approval from the San Francisco Board of Education. Superintendent Su is expected to unveil the plan publicly on Tuesday.
The new grading approach changes how final grades are calculated and how academic performance is measured. Under this system, homework, weekly tests, and classroom participation will no longer count toward a student’s final semester grade. Instead, a single final exam—taken once or multiple times—will be the sole factor. Students will not be penalized for late assignments, tardiness, or absences in determining their academic grade.
This change also lowers the threshold for passing grades. Currently, students must score at least 90 for an A and 61 for a D. In the new system, which mirrors the model used by San Leandro Unified School District, an A can be awarded for a score as low as 80, and a D for a score as low as 21. A score of 41 may now qualify for a passing C grade.
Tired of ranking last in literacy, schools in Gavin Newsom’s California are refocusing on reading, writing, and arithmetic.
Kidding, they invented something called “grading for equity” and it eliminates homework, deadlines, weekly tests, attendance & makes a 21% a passing grade. pic.twitter.com/zjZqDlMw0i
— Kevin Dalton (@TheKevinDalton) May 28, 2025
The plan’s inclusion in the school board’s agenda appeared briefly as a vague, three-word reference at the end of a PowerPoint presentation in a 25-page document. Without the attention of one school board member, the public might not have been aware of the significant change. The timing also coincides with the end of the spring semester, a period when families are reviewing their education options and assessing the impact of recent budget cuts.
The district’s Office of Equity has made little to no mention of the change, and its website does not include updated information. While district leaders have acknowledged that parental opposition to the grading model tends to be high, outreach to families ahead of the rollout has been limited.
The school district is negotiating with education consultant Joe Feldman, who has advocated for equity-based grading practices. Feldman has argued that traditional grading systems favor students with greater access to resources. He noted that removing homework and extra credit from grade calculations may reduce inequities between student groups. However, data from other districts using this model have shown ongoing disparities in state test performance between different student populations.
Supporters of the plan say it can help reduce the number of students receiving failing or near-failing grades and may cut costs for remedial instruction. Critics question whether the model prepares students adequately for college or career demands, especially since punctuality, attendance, and assignment completion are not factored into academic grades.
The implementation of Grading for Equity appears to fall under the superintendent’s purview, meaning the school board has no authority to vote on or reject the policy. While teachers will have the option to use the grading system, students and parents will not have the same flexibility. Even if students are placed in a classroom that continues to use traditional grading, overall GPA calculations and scholarship considerations may still be affected.
The plan also appears to conflict with one of the superintendent’s stated responsibilities, which is to ensure that curriculum and instruction are rooted in excellence. Critics have drawn comparisons to past policy decisions, such as eliminating eighth-grade algebra and selective admissions at Lowell High School—moves that contributed to a school board recall effort.
Because this new grading system could significantly affect things like student performance, class rankings, and college readiness, many believe it deserves much more open discussion and better communication from the school district. With the plan set to roll out in just a few months, parents and students are still left with unanswered questions about how it will actually work and what it means for their future. As of now, the district has provided little clarity, and some worry that such a major change is being rushed through without enough input from the families and teachers it will impact most.
