Should we eliminate grades in schools and replace them with personalized growth reports?

The idea of replacing traditional grades with personalized growth reports challenges long-established practices in education systems worldwide. Grades—letters, percentages, or numerical scores—have historically been used to measure student performance, rank achievement, and communicate progress to parents and institutions. They are often tied to standardized curricula, testing, and accountability frameworks. Personalized growth reports offer an alternative model. Instead of assigning a single score or letter, teachers provide detailed feedback describing each student’s strengths, areas for improvement, learning style, and progress over time. These reports may include narrative comments, skill checklists, and recommendations for further development, aiming to emphasize individual growth rather than competition or comparison. This approach has roots in progressive education philosophies, such as those of John Dewey and Maria Montessori, which emphasize intrinsic motivation, mastery, and the unique path of each learner. In recent decades, innovations like competency-based learning, formative assessment, and portfolio evaluations have emerged to complement or replace traditional grading in some schools. Understanding this topic involves familiarity with terms such as summative assessment (final evaluations like grades), formative assessment (ongoing feedback during learning), mastery learning, and standards-based reporting. The debate touches on educational psychology, equity,