Newsletters Archive

The Rennie Report, November 2017

November 20, 2017

The Rennie Report, November 2017

The Rennie Report, October 2017

October 15, 2017

The Rennie Report, October 2017

The Rennie Report, September 2017

September 18, 2017

The Rennie Report, September 2017

The Rennie Report, June 2017

June 22, 2017

The Rennie Report, June 2017

The Rennie Report, May 2017

May 23, 2017

The Rennie Report, May 2017

The Rennie Report, April 2017

April 19, 2017

The Rennie Report, April 2017

The Rennie Report, March 2017

March 10, 2017

The Rennie Report, March 2017

The Rennie Report, February 2017

February 13, 2017

The Rennie Report, December 2016

December 15, 2016

The Rennie Report, November 2016

November 10, 2016

The Rennie Report, October 2016

October 15, 2016

The Rennie Report, September 2016

September 01, 2016

The Rennie Report, August 2016

August 01, 2016

The Rennie Report, July 2016

July 01, 2016

The Rennie Report, June 2016

June 01, 2016

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.