One of the most common questions I get about standards-based grading is this: “What do you do when a student misses a quiz?” And honestly? There isn’t a perfect one-size-fits-all answer. The best solution depends heavily on: your school context, your schedule, your student population, your campus policies, and your own personal bandwidth as a teacher. What works beautifully in one school may completely fall apart in another. So instead of giving a rigid formula, I think it’s more helpful to...

One of the most controversial parts of our grading system is this: The lowest grade in my classroom is a 50, not a zero. For some people, that statement immediately raises concerns. Doesn’t that lower expectations? Doesn’t that let students off the hook? Doesn’t that create entitlement? I understand those questions because I had many of them myself. And just like with retakes, I believe there absolutely need to be healthy boundaries around this policy. But after years of teaching, I’ve found...

Few topics in education create stronger opinions than retakes. Some teachers strongly support them. Others believe retakes lower standards, encourage poor habits, or fail to prepare students for the “real world.” And honestly? I think many of those concerns are valid. Retakes absolutely can become harmful if they are implemented poorly. I’ve seen situations where retakes turned into endless second chances without accountability or growth. But I’ve also seen the opposite problem. I’ve seen...