Kansas City Schools Unveil ‘No Zero Policy’ Amid Controversy Over Grading Practices

Kansas City Schools Introduce Controversial New Grading Policy

Kansas City, Mo. – Kansas City Public Schools (KCPS) has unveiled a new grading policy for the 2023-24 academic year, known as the “no zero policy.” This innovative approach alters traditional grading practices, raising the minimum score a student can receive on assignments from 0% to 40%, even if no work is submitted. This policy aims to support students who may be struggling academically.

Background of the Policy Change

Introduced after discussions starting in the fall of 2021, the no zero policy reflects a shift in grading methods designed to emphasize student growth and mitigate the harsh impact of failing scores. Chief Academic Officer Dr. Latanya Franklin conveyed that the revised system now adjusts failing grades to range between 40% and 59% instead of the traditional 0% to 59%. This grading method applies to non-Montessori students in grades K-12.

Reasons for Implementation

The district believes that the new policy will help more accurately evaluate students’ learning journeys. Dr. Franklin articulated that the changes intend to focus on “growth and progress,” providing students with the chance to improve their scores and reinforcing equity within the educational system.

Mixed Reactions from Educators and Parents

However, reactions from educators and parents have been largely critical. A discussion with a group consisting of four KCPS teachers, a parent, and the head of the district’s teacher union revealed significant opposition. Many educators expressed concerns that assigning a score of 40% for no work does not foster true learning.

Sarah Wilson, a virtual teacher, remarked, “If we give them the 40%, they’re not really learning anything.” Another educator, Stephanie Kimbrough, highlighted the potential negative long-term implications by stating, “to say ‘no zero’ means that you can do nothing and still get paid.”

Concerns about Student Accountability

Teachers like Sandra Holliday voiced that the policy undermines the authority of educators in their classrooms. “So, they’re like ‘why do I have to listen to you? I’m still going to get a 40%,” said Holliday, explaining how such a policy could lead students to disregard lessons and classroom rules.

Meredith Shepherd, who teaches 3rd and 4th grades, commented on the potential benefits of the policy for struggling students. “I think a zero is really hard for a student to come back from,” she said. Shepherd suggested that the new grading scale allows students who improve their skills later in the semester to have better averages in the end.

Union’s Concerns

Jason Roberts, president of the local teacher’s union, indicated that around 65 to 70% of those polled were against the policy. Roberts described the policy’s rollout as problematic, emphasizing a lack of clear guidance concerning its application in various situations. He concluded, “We’re not training our students to be college or career-ready when you’re saying you’re getting something for nothing.”

Parental Opinions

Parents are also expressing discontent regarding the no zero policy. Sandra Dayse, a parent with one child who graduated from KCPS and another still attending, stated the policy gives a false impression of accountability in real-world scenarios. “There’s no way I could come to work each day and do 50% of my job and stay employed,” she said. Dayse urged the district to address the root causes of academic challenges rather than reaffirming a grading policy that may misguide students.

District’s Position on the Policy

In a statement addressing public concerns, KCPS acknowledged the criticisms while arguing that the policy better reflects a student’s ongoing academic performance. The district noted that it aimed to provide a more equitable evaluation method that does not let a couple of zeros skew a student’s overall grade.

The debate continues as both educators and parents grapple with the implications of this new grading policy on student learning and accountability in Kansas City Public Schools.