Given its complexity, conversations about grading for equity often dwell in highly theoretical spaces. Although these spaces can be conducive to nuanced discussion surrounding equity, they can also become distanced from practices used in real classrooms.

To achieve more equitable grading practices, theory and practice must come together — how can we implement culturally relevant, responsive, and sustaining pedagogy in our schools and with our students?

We’re talking with Michael Fram — Principal of New York City’s Repertory High School — about how they’re bringing grading for equity to life.