BP 5121 — GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Students BP 5121(a)
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
The Board of Education believes that grades serve a valuable instructional purpose by
helping students and parents/guardians understand performance expectations and
identifying the student’s areas of strength and those areas needing improvement.
Parents/guardians and students have the right to receive course grades that represent
an accurate evaluation of the student's academic performance.
(cf. 5020 - Parents Rights and Responsibilities)
(cf. 5125.2 - Withholding Grades, Diploma or Transcripts)
The Superintendent or designee shall establish a uniform grading system that shall
be applied to all students in that course and grade level. Teachers shall inform students
and parents/guardians how academic performance will be evaluated in the classroom.
(cf. 0410 - Nondiscrimination in District Programs and Activities)
A teacher shall base a student’s grade solely on the quality of the student’s academic
work and his/her mastery of course content based on District standards. Students
shall have the opportunity to demonstrate this mastery through a variety of method.
Other elements that are not a direct measure of knowledge and understanding of course
content, such as attendance, effort, student conduct, and work habits, shall not be
factored into the academic grade but may be reported separately.
(cf. 6011 - Academic Standards)
(cf. 6162.5 - Student Assessment)
Whenever a student misses an assignment or assessment due to either an excused or
unexcused absence, he/she shall be given the opportunity to earn full credit for
subsequent satisfactory completion of the assignment or assessment.
(cf. 6154 - Homework/Makeup Work)
Students in grades TK – 6 shall receive report cards at the end of each trimester and
shall include progress on academic standards applicable to the course and grade level.
When reporting student performance to parents/guardians, teachers may add narrative
descriptions, observational notes, and/or samples of classroom work in order to better
describe student progress in specific skills and subcategories of achievement.
A report card for a student with a disability may contain information about his/her disability,
including whether that student received special education or related services, provided
that the report card informs parents/guardians about their child's progress or level of
achievement in specific classes, course content, or curriculum. However, transcripts that
BP 5121(b)
GRADES/EVALUATION OF STUDENT ACHIEVEMENT (cont.)
may be used to inform postsecondary institutions or prospective employers of the
student's academic achievements shall not contain information disclosing the student's
disability.
(cf. 5125 - Student Records)
(cf. 6159 - Individualized Education Program)
(cf. 6164.6 - Identification and Education Under Section 504)
A grade assigned by the teacher shall not be changed by the Board or the Superintendent
except as provided by law, Board policy, or administrative regulation. (Education Code
49066)
(cf. 5125.3 - Challenging Student Records)
Grade Criteria
Grades are based upon objective criteria. Teachers shall communicate their grading
criteria to the site principal, parents/guardians and students at the beginning of the school
year and/or beginning of each trimester/semester.
Transitional Kindergarten Through Grade 6
Performance Level Marks
4 Excelling – Students at the Excelling level of performance are consistently
performing at grade level, can demonstrate independence, and can
extend the grade level standards, when applicable, expected at this point
of the school year.
3 Achieving – Students at the Achieving level of performance demonstrate
an adequate understanding of and ability to apply skills needed to meet
grade level standards expected at this point of the school year.
2 Progressing – Students at the Progressing level of performance are
partially meeting the grade level standards expected at this point in the
school year.
1 Beginning/Standard Not Met – Students at the Beginning/Standard Not
Met are not yet meeting the grade level standards expected at this point
of the school year.
Performance level marks describe students’ progress toward year-end standards.
BP 5121(c)
GRADES/EVALUATION OF STUDENT ACHIEVEMENT (cont.)
For Grades 7 – 12
A 90-100 percent
B 80-89 percent
C 70-79 percent
D 60-69 percent
F Below 60 percent
Letter Grade - A
Students at this level demonstrate broad and in-depth understanding of complex concepts
and skills embedded in the standards and benchmarks. They make abstract and insightful
connections among ideas. These students provide extensive evidence for inferences and
justification of solutions. They demonstrate the ability to apply knowledge and skills
effectively and independently by applying sophisticated strategies to solve complex
problems.
Students communicate effectively and thoroughly supplying answers which are beyond
the obvious. Students present clear, insightful, logical, sequential, and detailed
descriptions of their thought processes.
Letter Grade - B
Students at this level demonstrate thorough understanding of concepts and skills
embedded in the standards and benchmarks. Students make multiple connections
among independent ideas and concepts, providing supporting evidence for inferences
and justification of solutions. They apply concepts and skills to solve problems using
appropriate strategies. Students communicate effectively and provide clear, logical,
sequential descriptions of their thought processes.
Letter Grade - C
Students performing at this level demonstrate understanding of concepts embedded in
the standards and benchmarks. Students make proficient connections among ideas
and provide supporting evidence for inferences and solutions. Students apply concepts
and skills to routine problem-solving situations.
Letter Grade - D
Students performing at this level demonstrate minimum understanding of concepts
and skills embedded in the standards and benchmarks. They occasionally make
connections among ideas, provide minimal evidence or support for inferences and
solutions.
BP 5121(d)
GRADES/EVALUATION OF STUDENT ACHIEVEMENT (cont.)
Students have not consistently demonstrated an understanding of the standards.
Letter Grade - F
Students performing at this level have not demonstrated an understanding of concepts
and skills embedded in the standards and benchmarks. They do not make connections
among ideas, provide no evidence or support for inferences or solutions. Students
have not demonstrated an understanding of the standards.
Behavior, effort, and attendance shall be reported in separate evaluations, not in the
student’s academic grade.
(cf. 5113 - Absences and Excuses)
(cf. 5123 - Promotion/Acceleration/Retention)
(cf. 5125.3 - Challenging Student Records)
(cf. 6154 - Homework/Make-up Work)
Grade Points
For Grades 7 – 12
Grades received in non-weighted courses will be computed on the following scale:
A - 4 grade points
B - 3 grade points
C - 2 grade points
D - 1 grade point
F - 0 grade points
Grades received in weighted courses will be computed on the following scale:
A - 5 grade points
B - 4 grade points
C - 3 grade points
D - 1 grade point
F - 0 grade point
Effects of Absences on Grades
If a student misses class without an excuse and does not subsequently turn in homework,
take a test or fulfill another class requirement which he/she missed, the teacher may lower
the student's grade for nonperformance.
(cf. 6154 - Homework/Makeup Work)
BP 5121(e)
GRADES/EVALUATION OF STUDENT ACHIEVEMENT (cont.)
The Board desires to emphasize the importance of school attendance. Therefore,
students with excessive unexcused absences (25 percent absences per trimester or
semester) may receive a failing grade and may not receive credit for the class(es).
(cf. 5113 - Absences and Excuses)
Grade Point Average
The Superintendent or designee shall determine the methodology to be used in
calculating students’ grade point average (GPA), including the courses to be included
within the GPA and to which classes extra grade weighting shall be applied.
(cf. 6172 - Gifted and Talented Student Program)
(cf. 6172.1 - Concurrent Enrollment in College Classes)
Legal Reference:
EDUCATION CODE
48070 Promotion and retention
48205 Excused absences
48800-48802 Enrollment of gifted students in community college
48904-48904.3 Withholding grades, diplomas, or transcripts
49066 Grades; finalization; physical education class
49067 Mandated regulations regarding student's achievement
49069.5 Students in foster care, grades and credits
51242 Exemption from physical education based on participation in interscholastic athletics
69432.9 Cal Grant program; notification of grade point average
76000-76002 Enrollment in community college
CODE OF REGULATIONS, TITLE 5
10060 Criteria for reporting physical education achievement, high schools
30008 Definition of high school grade point average for student aid eligibility
UNITED STATES CODE, TITLE 20
1232g Family Education Rights and Privacy Act (FERPA)
CODE OF FEDERAL REGULATIONS, TITLE 34
99.1-99.67 Family Educational Rights and Privacy Act
COURT DECISIONS
Owasso Independent School District v. Falvo, (2002) 534 U.S. 426
Las Virgenes Educators Association v. Las Virgenes Unified School District, (2001) 86 Cal.App.4th 1
Swany v. San Ramon Valley Unified School District, (1989) 720 F.Supp. 764
Johnson v. Santa Monica-Malibu Unified School District Board of Education, (1986) 179 Cal.App.3d 593
Management Resources:
CALIFORNIA SCHOOL BOARDS ASSOCIATION PUBLICATIONS
Research-Supported Strategies to Improve the Accuracy and Fairness of Grades, Governance Brief,
July 2016
U.S. DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS CORRESPONDENCE
Report Cards and Transcripts for Students with Disabilities, October 17, 2008
BP 5121(f)
GRADES/EVALUATION OF STUDENT ACHIEVEMENT (cont.)
WEBSITES
California School Boards Association: www.csba.org
California Department of Education: www.cde.ca.gov
California Student Aid Commission: www.csac.ca.gov
U.S. Department of Education, Office for Civil Rights: www.ed.gov/about/offices/list/ocr
Chino Valley Unified School District
Policy adopted: January 23, 1997
Revised: August 10, 2000
Revised: January 8, 2004
Revised: January 24, 2008
Revised: August 6, 2009
Revised: June 30, 2011
Revised: June 16, 2016
Revised: July 16, 2020