Newsletters Archive

The Rennie Report: 2020 Condition of Education

February 12, 2020

The Rennie Report: Elevating Real-World Learning

January 15, 2020

The Rennie Report: What do students need to succeed?

December 20, 2019

The Rennie Report: "Curriculum For Students, By Students"

November 15, 2019

The Rennie Report: Preparing the Future Workforce

October 24, 2019

The Rennie Report: Early College Blueprint

September 27, 2019

The Rennie Report: Unlocking the Potential of Opportunity Youth

August 01, 2019

The Rennie Report: A Supportive School for Every Student

June 14, 2019

The Rennie Report: Coming Together around SEL

May 15, 2019

The Rennie Report: How Students Can Shape the Future of Education

March 01, 2019

The Rennie Report: Integrated Student Support

December 01, 2018

The Rennie Report: A Look at the Latest MCAS Scores

November 01, 2018

The Rennie Report: Coming Together to Spread SEL

September 01, 2018

The Rennie Report, August 2018

August 01, 2018

The Rennie Report, July 2018

July 12, 2018

The Rennie Report, June 2018

June 01, 2018

The Rennie Report, May 2018

May 24, 2018

The Rennie Report, April 2018

April 01, 2018

The Rennie Report, March 2018

March 01, 2018

The Rennie Report, March 2018

The Rennie Report, February 2018

February 01, 2018

The Rennie Report, February 2018

Blog

Rethinking Grading

March 28, 2024

Schools have assessed student learning and growth with essentially the same grading system for more than a century. Since this system was created, the field has learned so much more about the way students learn, the systemic inequities embedded in the design of traditional grading and assessment, and what type of learning leads to success in life. Grading should be aligned with what we know about the learning process, child and adolescent development, and the demands of career, college, and community life. But traditional grading is so deeply ingrained in our culture, that making changes to this system can seem like an insurmountable task. That’s why we partnered with DESE and reDesign to support five unique high schools as they interrogate their traditional grading practices and make shifts toward new systems that better measure student learning and growth.