Journal of Education & Social Policy

Further Findings on the Positive Effects of Minimum Grading
James Carifio, Theodore Carey

Abstract
The debates concerning minimum grading systems have grown increasing more intense in the past decade. However, there has been an absence of empirical data, theory and comparative policy analysis relative to the different sides in these debates. In this study, we first define and conceptualize minimum grading and its underlying theory and then summarize the views of it proponents, opponents and critics, which we analyze in detail. We then summarize the results of the seven year longitudinal study of macro minimum grading we did at a large urban high school to the test theory and the competing views, and we present new analyses of this data set as well to answer other outstanding questions. We found no evidence of grade inflation or social promotion in the urban High School studied using a macro minimum grading system over a seven year period and most of the benefits posited by minimum grading theory including considerable cost savings. The benefits of minimum grading as sound educational policy are then discussed in detail.

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