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Students are paying attention to what grades actually measure. And many of them are telling us the same thing. Grades are not always reflecting what they truly know and can do. In classrooms across t
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Keeping learning at the center requires clear systems that define what grades represent and what they do not represent. In schools where grades are accurate and fair, grades are grounded in standard
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At West Covina, we asked every educator to pause and reflect on one simple question: What is one word you are leaving with today? The responses captured what happens when grading becomes more transpa
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For a long time, many educators carried the same belief: this is just how grading works. Even when it felt misaligned, even when it did not fully reflect what students know and can do, it seemed like
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School and district leaders, what have you done to move your community from “What grade did I get?” to “What am I learning?” We know this shift takes intentional leadership. It shows up in policies,
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There is something powerful about hearing a veteran educator rediscover what feels right in their practice. At our recent time in West Covina, Norma Barreto, a teacher at West Covina High School, sha
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There is a moment many students experience that deserves our attention. They can complete every assignment and still walk into an assessment realizing their grade does not reflect what they actually k
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When grading is transparent and aligned to standards, students begin to understand what they know and what they can do. When policies remove behaviors from grades, classrooms become spaces where learn
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What educators in West Covina are building is different. They are lifting the veil on grading by helping students understand that growth requires relearning, practice, and time. A retake is not a quic
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What leadership moves help teachers, students, and families focus more on learning and less on grades? This question invites us to think beyond individual classrooms and into the systems we build eve
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Do your students understand how their grades are determined? Students are sharing a consistent message. Grading feels different from class to class, expectations are not always clear, and key details
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We had such a meaningful time with West Covina USD during their Year 1 workshop, bringing together both Year 1 and Year 2 cohorts. The Year 2 cohort returned after beginning this work with us last yea
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About @gradingforequity

Crescendo Education Group is a Instagram growing creator. With 201 followers and 12 posts, gradingforequity's account shows a follower-to-following ratio of 1.5:1. View all content anonymously on Pictame - no login required.

gradingforequity's engagement rate sits at 0.29%. For accounts with 1K-10K followers, the average is around 5%, so there's some room to grow — though every community is unique.

Out of the last 12 posts, 25% are videos and 75% are photos. Notably, photos tend to get 2.0x more engagement than videos. New posts appear roughly every 2 days — a steady, reliable rhythm. Captions lean detailed, averaging 1017 characters.

0.29% engagement rate — room to grow compared to average for 1K-10K follower accounts.
25% videos, 75% photos. Photos get 2.0x more engagement here.
New content every 2 days — a steady rhythm.
1.5:1 follower-to-following ratio.

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gradingforequity
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@gradingforequity

Crescendo Education Group

Public
Posts
12
Followers
201
Top Hashtags
#education#k12education#standardsbasedgrading#gradingpractices#equityineducation#educationleadership#grading#teacherleadership

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Popular Hashtags

#smile#family#life#amazing#instagram#lifestyle#gym#motivation#sunset#dog#model#makeup
Following
135
Avg. Likes
1
Avg. Comments
0
Engagement
0.50%

We create powerful learning experiences for educators to grade more equitably through accuracy, bias resistance, and mot...

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