As the teacher calls their names, two students enter their homeroom to pick up their report cards. One student smiles, pleased with the A they received for working hard during both
quarters while the other hesitates, holding onto a C that, according to the new grading system, reflects a strong first quarter but an average second. At that moment, the letters on the page indicate more than grades as they reveal a system that can praise consistency while overlooking potential.
Dr. Kisha Logan, Montgomery County Public Schools director of PreK-12 Curriculum and Districtwide Programs said that grading standards have become increasingly inconsistent over time. This, according to Logan, has contributed to problems. These new grade policy changes called Return to Rigor starting in the 2025-26 school year seek to address those problems.
While MCPS claims that the Return to Rigor grading policy will increase consistency and strengthen expectations, students have spoken out against it. At a school board meeting on July 24, students voiced similar concerns, emphasizing that the policy was developed without meaningful student input. “Any student involvement was not made a priority in the creation of this policy as students deserve a say in how our success will be defined, but that’s impossible without the full picture of what the Return to Rigor policy means to us,” Marshall Friedman, a student at Poolesville said.
In the past, students often turned in late work with little effort and could still earn a 50%. MCPS said they want to increase consistency and strengthen expectations and student learning. “As we move forward with our revisions, we will continue to revalue and adjust with the regulation,” an MCPS spokesperson said.
MCPS has also ensured that students’ transcripts will note the change in grading policy. “Every student transcript will have a notation that the district has changed its final grading policies,” MCPS said.
Students who consistently turned in work late may have extracurriculars or other classes that consume their time. High school students are busy with clubs, sports, SATs or jobs, which could cause them to fall behind on assignments. According to the National Education Association, “If they are consumed by extra assignments and activities, the student has less time to spend on developing non-cognitive or ‘soft’ skills—skills that can be aided by relaxing, socializing and— yes, even sleeping,” the NEA said.
Despite MCPS noting on students’ transcripts the grading policy change, it does not take away from the fact that students will be more stressed and focused on their grades. “I find it confusing, I don’t think the grading system should be confusing to students, it should be helpful for students,” social studies teacher Jeffrey Benya said.
Another factor contributing to the challenges students face is the shift from COVID-era grading to the newly proposed system. During the pandemic, MCPS relied on flexible practices that prioritized leniency and emotional well-being. “I try to understand as there has been a loose grading system the past five years. The change in the grading system is to prepare you guys for the real world,” AP Language teacher Annette Evans said.
A more successful system would give students clear expectations without disregarding the developmental influence of the previous five years, striking a balance between accountability and support. MCPS could test new grading procedures before fully implementing them, involve students directly in policy updates and give schools tools to help students rebuild reliable academic habits. The district could design a future that strengthens learning rather than increasing stress by creating a system that places equal emphasis on progress and rigor.
