Secondary Grading Practices

At the secondary level, grading practices are designed to reflect student learning over time and to provide meaningful feedback aligned to course expectations.

Our grading scale is designed to clearly communicate student progress toward grade-level expectations. Letter grades reflect how consistently a student demonstrates the knowledge and skills taught in each course.

Grades are based on a 100-point scale, which allows teachers to provide more precise feedback and helps families better understand student performance.

A C (70–76) indicates that a student is meeting grade-level expectations. Grades above a C reflect increasing levels of proficiency, while grades below a C signal that additional support may be needed.

Our goal is for grades to be accurate, fair, and meaningful, providing families with clear information about student learning and helping teachers support every student’s growth.

Weighted Courses and Grades: Some courses, because of level of difficulty and additional time required for mastery, carry a “weighted” grade when final point averages are computed.  Course weights are based on the grade standard four-point scale.  Grades of A, B or C in designated weighted courses will receive increased point values (A=5, B=4, C=3); however, a grade of “D” in a weighted course will receive a point value of one (1) regardless of the course.  Students should consult their counselor or the Secondary Program of Studies to determine which courses qualify for weighting.

Semester Course Grading: To pass and receive credit for any semester course (those that meet for 18 weeks), the final grade must be at least a 60%. The final grades for semester courses will be determined by counting the two nine week grades each as 40% of the final grade and the final exam as 20% of the final grade. Grades will be recorded as letters on the report card.

Year-Long Course Grading:  To pass and receive credit for any year-long course the final grade must be at least 60%.  The final grades for year-long courses will be determined by counting the four nine-week grades each as 20% of the final grade and the midyear exam (if required by the specific course) and final exam each as 10% of the final grade. Grades will be recorded as letters on the report card.

• Grades are based on multiple measures of learning, such as assessments, quizzes, classwork, projects, performances, and labs.
• Assignments are aligned to course learning goals and standards.
• Teachers use consistent grading structures within each course and department.
• Grades are updated regularly so families can monitor progress throughout the marking period.

Because secondary courses vary widely (e.g., English, mathematics, science, social studies, world languages, fine arts, CTE), grading structures may differ by course. These differences reflect:

• The nature of the discipline
• How learning is best demonstrated in that subject
• State standards and course expectations

Teachers communicate course-specific grading practices at the beginning of the year and revisit them as needed.

Important to Know:
While grading structures may differ by course, WJCC’s shared goal is consistency, clarity, and alignment to learning, not averaging behavior, effort, or compliance into academic grades.

• Teachers provide multiple grade updates each marking period.
• Families receive a mid-marking period progress report.
• Final report cards are issued at the end of each marking period.