Grades have always been a central part of the education system, but their purpose has been a topic of debate among students and teachers for many years. Students often feel divided into groups, with some genuinely trying to learn and others primarily concerned with earning an A-plus on their transcript. This raises the question of what grades should actually measure: effort, results, or a combination of both?
Effort demonstrates a student’s commitment to learning and retaining information for long-term use. However, even with hours of studying, some people still struggle to achieve a perfect score. On the other hand, some students focus solely on achieving an A and might be willing to cheat in order to attain it. This raises an even bigger question: should schools be a place to learn or to prepare students for the real world? Ideally, schools should integrate both concepts in their curriculums.
Grading based on results focuses on a student’s achievements and mastery of skills. It demonstrates their understanding of a subject and their ability to apply that knowledge in tests and assignments. This type of grading rewards students who perform well and helps identify who excels academically. It also reflects elements of the real world where results often matter more than effort. Colleges, scholarships, and jobs all look at performance, so grading by results can seem fair and practical.
However, grading just by results does not tell the whole story. A student with high grades might be academically blessed or could even be cheating. Scores do not always accurately reflect how much a student has learned or how hard they’ve worked. When grades are based solely on results, learning becomes a competition rather than a tool. In turn, some students stop caring about understanding the material and focus solely on earning as many points as possible. Over time, this can make learning less fun and more stressful, causing students to burn out from feeling the constant pressure to maintain good grades.
“The Brainy Moms Podcast” discusses this issue in the episode, “Smart but Falling Apart: What’s Happening to Your Child and How Can You Help.” Educational psychologist, Dr. Jeanine Jannot, explains how some students who were always considered “smart” start to fall behind as they age. These students did great in elementary and middle school because things came easily to them. However, as the work becomes more challenging, they realize they never learned how to study effectively or manage their time. They also struggle to deal with stress and stay organized. Jannot said these students often think being smart means things should always be easy. When it finally gets tough, they do not know what to do. This shows that being naturally smart can only take you so far. Without effort and good habits, even the brightest students can fall behind.
On the other hand, grading based on effort rewards students who try their best and do not give up. It values progress and growth over perfection. Students who consistently put in effort demonstrate a genuine desire to learn, rather than merely passing the class. This type of grading helps students develop important skills, such as discipline and persistence. It also makes learning more equitable since everyone starts a subject at a different level of knowledge. Some students may take longer to understand concepts, but their dedication still deserves recognition. The Office of Academic Affairs at Benedict College states that grading based on effort reduces stress and anxiety, promoting active learning.
Antony Azer, a senior at Huntington Beach High School (HBHS), said, “Some classes are too harsh, as they are mostly based on tests rather than on what students do in class.” His point highlights that students often feel that grades do not accurately reflect the effort they put into their work. Many classes are required for students, and it can be discouraging not to have control over what they are required to study in class every day. If students had more freedom in choosing classes that interest them, they would be more motivated to learn. Their effort would naturally increase because they would actually care about the subject.
Jacob Hewitt, a senior at HBHS, said, “[Grading] should be a blend of both [effort and results] and the system should be less harsh.” Students should not feel that they are being graded based on one or the other; it should be a combination of both, and the school should be there to help and encourage students toward succeeding in their chosen path.
“The school grading system is generally unfair,” said Emily Quong, a senior at HBHS. She explained how she believes grading should consider effort for 70% of the grade and 30% for results.
Education should be about more than just getting high grades and should prepare students for real life rather than just tests. In the real world, success is measured by effort, adaptability, and the ability to learn from mistakes. Recognizing both effort and results can help students develop into well-rounded learners who prioritize improvement over just the final grade. When schools value both sides, students become capable of staying motivated and confident in their own learning.
