Starting the 2025 – 2026 school year, Flora High School switched to the ten-point grade scale. Staff and students had mostly positive things to say about the change. The large number of students on this year’s high honor roll indicates the impact the new scale caused.
In past years, more students achieved Honor Roll status than High Honor Roll. This year, there was a large increase in the high school honor roll with the new grading system. The senior class had the biggest leap with a 52.63% jump to high honors. Most of the students appreciate this change. The teachers have also noticed the grades that have changed in their classroom and the reduction in students in closed campus lunch.
Mr. Pearce said, “[He did] expect the total of numbers on the list to increase. Several students [who] had made honors in the past made high honors this time.”
Teachers have offered a range of opinions, most of which touch on both the benefits and drawbacks. Ms. Todd shared mixed feelings: “I have always believed in pushing students to their maximum potential, and this scale does just the opposite.”
However, she also recognized that the previous scale placed FHS students at a disadvantage when applying for scholarships and colleges, as comparable percentages resulted in lower letter grades: “On the other hand, having worked with seniors now for almost 20 years, I understand the disadvantage the old scale places on students applying for scholarships outside of FHS or college applications.”
Dr. Drake largely supports the new scale, noting that it aligns with college grading systems and is easier to explain, though he remains uncertain about the long-term effects of eliminating plus and minus grades. “I mostly like the new grading scale. It is simpler to explain the cutoffs for each letter grade, and most college teachers use a similar scale. I imagine that most students wouldn’t agree, but I also like that it doesn’t round up, so to get an A you actually need 90%, not just 89.5%.”
Teachers have shown that the new scale has altered grading practices. Mr. Roth eliminated partial credit for late work and entered the calculated grade without adjustment. “The grade calculated will be the grade entered.”
When questioned about the accommodations to the new grade scale, freshman English teacher Mrs. Crawford states, “. . . [She] did not change anything to accommodate the new grading scale.” Even though she didn’t change her lessons, she made changes within her actual classroom. Crawford states she is “not as lenient on late work as [she] was previously.”
Students had plenty of their own thoughts. Junior Marli Myers said her first semester’s grades are much better than last year’s. She also said it has reduced her stress because “[her] mom yells at her when she gets bad grades.”
Myers isn’t the only one with better grades; Junior Josie Lewis establishes that she has reduced stress, along with many of her classmates.
Along with the new grade scale, the school introduced a removal of plus and minus grades (A+ or A-) for the following school years.
Senior Noah Hatcher is more relaxed because it’s easier to know what your grade would be. “I think it’s a lot easier to judge without having minuses and pluses. I know for sure what my grade is, and I think it’s just easier in general to know what grade I’m going to have.” Gage Parker also pointed out grades are easier and don’t require as much effort.
Overall, the new grading scale has created noticeable shifts in grading practices, student stress levels, and academic outcomes. Teachers recognize its benefits for college competitiveness, but raise concerns about grade inflation and accurately measuring understanding. Students generally report reduced stress and greater satisfaction, even if effort levels have not significantly increased. While the changes grades has expanded honor roll eligibility, its long-term effects on motivation, grading standards, and academic rigor will likely become clearer over time as teachers continue to adjust their lessons.
