Prince William County Public Schools (PWCS) is moving forward with a comprehensive revision of its grading and assessment policy to ensure fairness, consistency, and transparency in how student learning is evaluated.

A first read of the drafted revised policy—formerly known as Policy 661, "Student Evaluation and Reporting"—was presented to the School Board on May 21, and is slated for phased implementation over the next two years. The updated Policy 661, "Assessment and Grading Practices," is designed to support a grading system that accurately reflects student achievement while aligning with the division's commitment to equitable education.

"This policy is about more than grades. It's about giving students every opportunity to grow, improve, and demonstrate their learning in ways that are meaningful and fair," said Dr. Stephanie Soliven, associate superintendent for Teaching and Learning. "Our goal is to build a system that supports student success while emphasizing high expectations and clear standards."

To guide this work, PWCS partnered with Hanover Research to conduct a comprehensive review that included peer district comparisons, surveys of students, staff, and families, interviews with School Board members, and multiple teacher feedback sessions.

"We listened closely to our students, families, and educators, and what we heard was a need for clarity, consistency, and better communication," Dr. Soliven explained. "Their voices were critical in shaping the direction of this revised policy."

Key findings by Hanover showed that while families and students value grades as a measure of progress, there are gaps in understanding and alignment between stakeholders and staff about what grades truly represent. Input gathered revealed common concerns and priorities, including how assignments are weighted, how late work is handled, opportunities for retakes, and final grade calculations.

The PWCS Office of Teaching and Learning has made several recommendations based on the feedback to guide the development of the revised policy and its implementation. These include the importance of providing timely and meaningful feedback to students and families and the need for students to complete work fully and on time. The division also recommends ensuring a balanced assessment of student learning by requiring a minimum of nine graded assignments per quarter that should come from a variety of learning experiences.

Another important consideration is the establishment of reasonable opportunities and clear expectations for retaking summative assessments or in demonstrating mastery through subsequent assignments. This ensures that students have a fair chance to demonstrate learning while maintaining academic integrity. In addition, PWCS recommends that annual grades be calculated by the grade associated with the percentage, and not the direct percentage of each quarter. This model is intended to allow teachers to authentically report percentages while student grades are averaged with equivalent intervals.

"As we implement these changes, we are committed to ensuring every stakeholder understands how grades are determined and how progress is measured," Dr. Soliven emphasized. "Transparency and engagement are essential to making this transition a success for everyone involved."

Additional considerations include ensuring equitable grading practices for English learners and students with disabilities, preserving instructional autonomy for teachers, and distinguishing between what should be addressed through School Board policy versus administrative regulation.

Next steps in the process include formal School Board approval of a revised policy, followed by updates, over the coming year, to the supporting regulations. PWCS will also make any necessary adjustments to gradebook systems and provide professional development and outreach to ensure educators, students, and families are well-informed and prepared for the changes ahead.