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Central Union HSD |  BP  5121  Students

Grades/Evaluation Of Student Achievement   

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The Board of Trustees believes that grades serve a valuable instructional purpose by helping students and parents/guardians identify the student's areas of strength and those areas needing improvement. Parents/guardians and students have the right to receive course grades that represent an accurate evaluation of the student's achievement.

(cf. 5020 - Parent Rights and Responsibilities)

Teachers shall evaluate a student's work in relation to standards which apply to all students at his/her grade level. The Superintendent or designee shall establish and regularly evaluate a uniform grading system, and principals shall ensure that student grades conform to this system. Teachers shall inform students and parents/guardians how student achievement will be evaluated in the classroom.

(cf. 5124 - Communication with Parents/Guardians)

(cf. 6011 - Academic Standards)

During the first week of classes, teachers shall provide students and parents with a written syllabus of learning expectations and grading criteria in clear, easily understandable language, indicating how summative assessment throughout the grading period will be calculated into course grades. Teachers shall discuss classroom assessment practices with students, in an age appropriate manner, at the beginning of instruction.

Grades should be based on impartial, consistent observation of the quality of the student's work and his/her mastery of course content and objectives. All practices related to communication about student achievement should be carried out according to the best current understanding and application of the research.

The district's policy and procedures on grading and reporting practices, are based upon the principles that:

* Individual achievement of clearly stated learning targets should be the only basis for grades, providing an accurate reflection of what each student knows and can do; the effectiveness of the communication is determined by the accuracy of the information about student achievement.

* Other characteristics (effort, behavior, attendance, attitude, etc.) should not be included in grades but should be reported separately.

* Different users and decision makers of achievement data need information in different forms at different times in order to make their decisions.

* Grading and reporting should always be done in reference to specified achievement targets, comparing students' performance against a standard rather than against other students in the class (on a curve).

* Grades should be calculated to ensure that the grade each student receives is a fair reflection of what he/she knows and can do, emphasizing the most recent summative assessment information.

* Consideration shall be given to the use of appropriate grade calculation procedures to ensure that assigned grades reflect the intended importance of each leaning goal.

* Grades have some value as incentives but no value as punishments.

The teacher of each course shall determine the student's grade. The grade assigned by the teacher shall not be changed by the Board or the Superintendent except as provided by law, Board policy and administrative regulation (Education Code 49066). Teachers may change a student's grade; however, the requested change shall only occur through the completion of the Grade Change Form and must be completed no later than the subsequent semester of the original grade assignment (If a grade is assigned in the Fall, a grade change must be completed before the end of the Spring semester).

(cf. 5125.3 - Challenging Student Records)

Unexcused Absences

If a student misses class without an excuse and does not subsequently turn in homework, take a test or fulfill another class requirement which he/she missed, the teacher may lower the student's grade for nonperformance.

(cf. 6154 - Homework/Makeup Work)

(cf. 5113 - Absences and Excuses)

Grade Point Average (GPA)

The Superintendent or designee shall recommend to the Board the methodology to be used in calculating students' grade point averages.

The Superintendent or designee shall also recommend to the Board whether extra grade weighting will be assigned for honors courses that are substantially similar in depth, breadth and rigor to an Advanced Placement course, an entry-level college course or a community college level course.

(cf. 6141.5 - Advanced Placement)

Legal Reference:


41505-41508 Pupil Retention Block Grant

48070 Promotion and retention

48205 Excused absences

49066 Grades; finalization; physical education class

49067 Mandated regulations regarding student's achievement

49069.5 Students in foster care, grades and credits


10060 Criteria for reporting physical education achievement, high schools


1232g Family Education Rights and Privacy Act (FERPA)

6101-6251 School-to-Work Opportunities Act of 1994


Owasso Independent School District v. Falvo (2002) 122 S.Ct. 934

Las Virgenes Educators Association v. Las Virgenes Unified School District (2nd Appellate District 2001) 86 Cal.App.4th 1

Swany v. San Ramon Valley Unified School District (N.D.Cal. 1989) 720 F.Supp. 764

Johnson v. Santa Monica-Malibu Unified School District Board of Education (App. 2 Dist. 1986) 224 Cal. Rptr. 885, 179 C.A. 3d 593

Management Resources:


Elementary Makes the Grade!, 2001



Advanced Placement Challenge Project:


adopted: June 23, 2009 El Centro, California

revised: September 15, 2020