San Francisco’s public school system is under scrutiny after unveiling a controversial “Grading for Equity” initiative that critics argue dramatically lowers academic standards in the name of fairness. The sweeping changes, which affect over 10,000 high school students, are raising concerns among parents, educators, and education policy analysts who warn the program may do more harm than good.
According to a May 28 report from The Daily Caller, the San Francisco Unified School District (SFUSD) has introduced a grading overhaul that redefines traditional performance metrics. Under the new policy, students can receive a passing grade for scoring as low as 21% on exams. Specifically, a score of 41 out of 100 now equates to a C, while a 21 out of 100 will earn a D.
The goal, according to district officials, is to create a more “equitable” academic environment by minimizing the effects of factors such as homework completion and standardized testing, which they argue disproportionately impact disadvantaged students. However, critics see the move as a troubling shift away from merit-based education.
“This isn’t about helping students succeed,” said one San Francisco parent who requested anonymity. “It’s about artificially inflating success so no one feels left behind — even if they didn’t put in the work.”
The grading policy, which was introduced by San Francisco Superintendent Maria Su, also de-emphasizes homework and weekly assessments in final grade calculations. Instead, semester grades will now be primarily determined by a final exam — one that students may retake multiple times. An 80% on such a test now qualifies as an A.
The changes were introduced with little transparency. The Daily Caller reports that Su revealed the plan during a 25-page PowerPoint presentation to the San Francisco Board of Education — with no prior vote or formal approval. According to the Voice of San Francisco and Washington Free Beacon, board members were caught off guard, and staffers later claimed they lacked authority to reject the changes.
“This wasn’t a democratic process,” said a teacher at one of the district’s high schools. “It was a top-down directive. We’re being told this is what equity looks like — but it feels more like surrender.”
The rollout of the program comes as the district grapples with a $110 million budget shortfall, leading some to speculate that the grading changes are an attempt to avoid the cost of remedial instruction or summer school.
Parents and educators worry about the long-term impact on students’ readiness for college and the workforce. Class rankings — critical for scholarships and university applications — may be rendered meaningless. Study habits could deteriorate, as the emphasis on consistent effort is replaced by the option to retake a single test.
“We’re teaching kids that mediocre performance is acceptable — even rewarded,” said an education policy analyst in California. “That’s not equity. That’s educational malpractice.”
The SFUSD’s policy mirrors similar efforts seen elsewhere in California. In 2023, the Dublin Unified School District implemented a rule giving students 50% credit for any “reasonably attempted” assignment, regardless of accuracy or effort. That policy was later suspended after widespread backlash.
While proponents argue that traditional grading systems can reinforce inequality, critics warn that abandoning standards entirely risks leaving all students — especially those from disadvantaged backgrounds — unprepared for the challenges ahead.
“It’s a dangerous precedent,” said the San Francisco parent. “This isn’t equity — it’s equalized failure. And it’s our children who will pay the price.”
As the nation continues to debate how best to achieve fairness in education, San Francisco’s experiment may serve as a cautionary tale: one that reveals the potential consequences when ideology overtakes accountability.