STLinATL

As a nation, we are both challenging and being challenged by long-standing structures, beliefs, and assumptions about how we work, live, and connect—with each other and with our planet. What does this mean for the future of how teachers grade–one of the oldest structures in our schools and the incarnation of our beliefs about teacher expertise, what it means to be educated, and how we determine who wins and who loses in a meritocracy? How might equitable grading help us to let go of outdated and unhelpful limitations in the most influential element of our schools, and inspire improvements throughout our teaching and learning?