Commissioner of the Connecticut State Department of Education (CSDE) Charlene Russell-Tucker says her department is “seeking to understand how Hartford implements the ‘minimum 50’ grading policy,” according to a letter sent to Senate Republican Leader Stephen Harding, R-Brookfield, and Sen. Eric Berthel, R-Watertown, ranking member of the Education Committee.
“We are seeking to better understand how Hartford implements the ‘minimum 50’ grading policy, the rationale for its adoption, and the safeguards in place to ensure students meet the requisite minimum competency over subject matter before earning a passing grade,” Russell-Tucker wrote in the January 21, 2025, letter. “As part of our ongoing inquiry, we will work with Hartford to clarify the specifics of their grading policy and related practices.”
According to Hartford Public Schools’ grading policy, the lowest numerical grade a student can receive is a 50, even if they have not done the work. The practice, which is known as “minimum 50,” has been in place in Hartford for at least seven years but has been adopted by at least one other district — Middletown — and was implemented temporarily in districts like New Haven and Waterbury.
Proponents argue it is a fairer grading practice, while critics argue it allows students to be passed on to higher grade levels without completing coursework or knowing course material.
In Hartford, the teachers’ union president Carol Gale has criticized the practice that requires teachers to manually change any grade that is 49 or below to a 50 and said it is “perpetuating the bigotry of low expectations,” in comments made to the Hartford Board of Education.
Harford public schools have increased their graduation rate to 78 percent as of 2023. However, Hartford’s two major high schools have chronic absenteeism rates above 50 percent and graduated a student who could not read or write, and who is now suing the district.
Harding and Berthel wrote to Russell-Tucker on January 8 questioning the CSDE’s position on the minimum 50 grading policy and stating that it “in effect” encourages chronic absenteeism.
Although the CSDE is looking into the policy in Hartford, Russell-Tucker acknowledges that under state statute, boards of education are allowed to adopt their own grading policies and award credit toward graduation.
“As I know you are aware, state law entrusts much of the authority and responsibility of providing K-12 public education, including high school grading, GPA calculation, course weights, etc., to each local town and its associated local/regional board of education,” Russell-Tucker wrote. “However, in recent years and for a variety of reasons, the CSDE has increasingly engaged with districts on these matters.”
Russell-Tucker writes that state statute allows a student to demonstrate mastery of subject material “through educational experiences and opportunities that provide flexible and multiple pathways to learning,” and that students can earn “a passing grade on a subject area proficiency examination” that has been approved by the CSDE Commissioner “regardless of the number of hours the student spent in a public school classroom learning such subject matter.”
Although the senators wrote that the minimum 50 policies are “in effect encouraging chronic absenteeism,” in “school districts across the state,” Russell-Tucker said there is only “anecdotal evidence” that the practice is not unique to Hartford, and that “we have no indication that the policy directly contributes to chronic absenteeism.”
According to CT Examiner, the minimum 50 policy was implemented in Middletown in 2021, and the current student handbook lists an F grade as 50-59; New Haven implemented the policy temporarily during the pandemic and in 2022, according to the New Haven Independent, but appears to have since reverted to a traditional grading method, according to the latest handbook; and Waterbury implemented the policy during the pandemic, according to NBC Connecticut, but its most recent handbook indicates they are again grading on 0-100 scale.
The minimum 50 grading policy has also been discussed in Norwalk and Stamford as a more equitable grading policy, based on the book “Grading for Equity,” by Joe Feldman.
“While local boards of education have the authority to set grading policies, the CSDE is cognizant of emerging research and trends around reimagining grading practices to ensure more students meet high expectations and graduate better prepared for learning, life, and work beyond school,” Russell-Tucker wrote. “Accordingly, we encourage districts to adopt evidence-based approaches that uphold rigorous academic standards while fostering student success and engagement.”
To that end, in 2024 lawmakers passed a bill that establishes a working group of teachers’ unions, teachers, principals, CSDE staff, superintendents, board of education members, and parents to examine grading policies across the state, including the minimum 50 policy and what course material is graded. The working group’s report is due in January of 2026.
“Therefore, thanks to the action of the legislature, the issue of grading is being examined,” Russell-Tucker wrote.
Harding and Berthel asked if CSDE’s findings would be expedited and asked that they be shared with the legislature.
“We look forward to the results of your related ongoing inquiry with Hartford Public Schools,” Harding and Berthel wrote. “Certainly, these results can better inform our legislative efforts during the 2025 session, including potential changes to current law that will benefit students and educators across the state for improved outcomes.”
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Once upon a time the book to read was “Teach Like Hair’s On Fire” by Rafe Esquith. Now it’s “Grading for Equity: The Practice of Flipping 49’s into 50’s.” Well heck, I’ll flip ya. I’ll flip ya for real.
This sounds like a job for our good friend and colleague, Moore Training. Moore Training solves everything. He’s a learning module. Click on a few boxes, watch a 30 minute video, do a trust fall on your bed, journal about the experience, share your results in a survey. Moore Training gets results, the results you want and need, on time, every time.
Teaching the inner city is a tough job. There are some really smart, dedicated teachers in Connecticut’s inner city schools. We have failed to support them.
Today is a good day for the Lamont Administration to show their allegiance to the teachers and children of the Hartford Public School System. By joining hand-in-hand with statewide Democratic leaders and fellow caucus members, the Governor can form actual human barriers in the shape of geometric circles and patterns around all Hartford school district buildings. Not only a display of genuine commitment to protecting the lives and interests of all human beings living in the great state of Connecticut, but an act of sincere gratitude to the voters in our most densely populated urban areas and neighborhoods who cast their ballots in favor of those who were elected to serve them. And Hartford is right there. Everybody get on their jackets, head outside, and grab the hand next to you. Wait, roll call first. Do we roll call first, or press conference first? Press conference first? Oh, email first, then lunch, then a vote if we should roll call, a workshop to see if we should form a subcommittee, a study to see if subcommittees are a total waste of time, energy and resources, a discussion about training prior to studying the general uselessness of subcommittees, then happy hour, a few trips to the powder room, a door-to-door census of local underserved adult entertainment clubs, a study of how we might better serve that underserved demographic a lot better immediately, then limousines, bottled water, Burger King drive-thru, and bed.
“Hands Around Hartford Schools: The Democratic Party’s Human Defense” or “Learning Geometry through Democratic Circles in Hartford, Connecticut”? Which one? Or do we need to form a subcommittee?
Priceless… failing CT public schools teaching 1+1=3. Rather than properly manage and address unionized, politically-allied educator deficiencies, simply change the graduation math. No child left behind.
I am 82 years old and started my education at age 5
in the two room schoolhouse on Phoenix Street in
Vernon. Grades 1, 2, and 3 were taught by sweet
Mrs. Toohey who was ready to retire. She emphasized the alphabet, the various sounds, the vowels and spelling. Dick and Jane readers, letters
to spell out words, PHONICS, math, some history,
geography, even music and more.
The other room had one teacher instructing Grades
4, 5 and 6. We moved to the new Vernon Elementary
School when I was in 4th grade, and had more wonderful teachers.
Sadly, I have watched the American Public School
system fall behind even some 2rd or 3rd world nations. Over many decades well educated immigrants have come to America and gotten good
jobs. Some of our colleges were quite good, though
in the last generation or so, there has been too many
students who are NOT really serious about education
in order to secure a good job. They are more
interested in parties and just coasting through and
wonder why they cannot secure a job that pays at least a living wage, plus extra to repay student loans.
This is one reason that immigrants from certain nations DO secure the well paying positions. How
very sad that America is no longer No. 1 in the field
of Education. It could be our downfall.