Grades Aren’t the Same as Learning
Stanford University researcher Denise Pope has found that when students see a grade before they see a teacher’s comments, they often skip the feedback entirely. They focus on the score, not the learning. One large study of 30,000 report cards revealed that nearly 60% of grades didn’t match how students performed on standardized tests—proof that grades are imperfect indicators of true understanding.
Less Grading Reduces Stress
Teachers spend hours outside the classroom grading papers, which is one of the biggest causes of burnout. Students feel the strain too: constant grading creates anxiety and competition rather than curiosity and confidence. When teachers grade less and give more time for reflection, students learn to take ownership of their work and focus on improvement instead of perfection.
More Time for Creativity and Real Teaching
Grading takes as much time as lesson planning, leaving little room for teachers to design creative lessons, work one-on-one with students, or collaborate with colleagues. Reducing grading gives teachers the freedom to do what they do best—teach thoughtfully and creatively. That’s good for everyone, including the families who fund and depend on Hoboken’s public schools.
Grades Can Limit Growth
A grade often feels final, as if the learning stops once the score is written down. But education should be about revision, growth, and trying again. Research shows that when teachers delay grades and give students time to think about feedback, performance improves.
Practice Matters More Than Points
No one becomes a better writer, musician, or athlete without practice. Yet some teachers assign less work because they simply don’t have time to grade it all. Grading less can actually open the door to more authentic learning experiences—more writing, discussion, and creative exploration.
What This Means for Hoboken
Parents deserve honest communication about how their children are doing. But maybe it’s time to value better grading over more grading. Fewer, more thoughtful grades—and better feedback—can lead to stronger teaching and deeper learning across our schools.
As someone who has worked in and studied education for decades, I believe Hoboken should always ask whether current practices truly serve students. Grading is meant to measure learning, not limit it. The best teachers know that real growth often happens in the space between the grades.
Picture: Renovation of the Ray "Diddles" McDonald Jr. Hockey Rink at the Multi-Service Center, Hoboken, NJ
