[GPA] in, [GPA] out: Uncovering Inequity and Flaws in Grading Policies

This commentary explores how the omnipresence of letter grades and grade point average (GPA) as metrics in American education encourage uncritical acceptance of current grading practices despite the inherent inequity and flaws that harm students and institutions.

The reduction of the student experience to a GPA launders both meaningful nuance of how course grades are assigned as well as potential evidence of inequitable grade distribution. The lack of consistency in how course grades are calculated erodes metric reliability and validity.

Systems over reliant on GPA will continue to overlook the presence of inequity in grading when setting future policy, so developing diverse datasets is advised in an effort to promote equity within our schools.