Students in Hartford Public Schools (HPS) and other school systems around the state can skip most of their schoolwork or not attend school most of the year and still earn a passing score to move on to the next grade under a controversial grading policy called the “minimum 50,” which forbids teachers from giving a numerical score of less than 50, even if the student didn’t do the test, turn in their assignment, or show up for class.

The policy has been in place in Hartford Public Schools (HPS) for roughly seven years but has more recently been taken up by school systems in New Haven, Waterbury, and Middletown, among others. But in Hartford — which recently made national news for graduating a student who couldn’t read or write — the teachers’ union president has been speaking out against the policy.

In statements before the Hartford Board of Education, President of the Hartford Federation of Teachers Carol Gale said HPS’s use of the minimum 50 grading policy, “perpetuates the bigotry of low expectations,” is detrimental to students, frustrating for teachers, and should be ended.

“Students can earn a grade of 50 for doing little to nothing, which creates a contradictory work ethic,” Gale said at a February 2024 BOE meeting. “This policy allows students to pass courses when they have not actually learned the material or skills, ill preparing them for post-graduation success.”

HPS’s grading guidance indicates that “the use of the minimum 50 as an F grade is for all marking periods except the final marking period,” according to a February 2024 HPS report. The mid-term exam and final exam are the earned grade. The final marking period shall use the earned grade (e.g. 35%) in calculation of the final course grade. This includes semester or other length courses; the final marking period shall be the earned grade.”

Gale said the policy creates tensions between administrators and teachers who are required to overwrite any student grades that are less than 49 with a grade of 50, thereby making it easier for them to be passed along to the next grade.  

Hartford’s school system made national news in the final months of 2024 when Aleysha Ortiz revealed she had graduated from Hartford Public High School and could not read or write. She has since filed a lawsuit against the school system alleging that her learning disabilities, although noted by teachers and revealed through testing and evaluations, were ignored as she was passed through grades and eventually graduated.

Gale referenced the minimum 50 policy in October, addressing the BOE after Ortiz’s story was published, saying that teachers advocated for Ortiz, requesting special education help, but met “roadblocks” at many levels. Gale argued that the schools need more funding to address students’ learning needs, particularly those who are having difficulty.

“I know every student has a unique story. This one, however, does serve to illustrate a couple areas of concern that we have raised before — the first regarding the lowering of expectations in order to increase graduation rates. Hartford Public Schools continues to use a grading policy that gives all students a minimum of 50 despite whether the student earned it or not and provides graduation credits for things like advisory and resource rooms and intervention classes, where students like the one in the news need remediation,” Gale said. “And that remediation does cost money.”

Hartford Public School teacher Tiffany Moyer-Washington wrote, “Of course she can’t read,” in a letter to CT Mirror, highlighting several policy issues at HPS including the minimum 50 grading policy. 

“The district standard for passing has also inflated over the past seven years with the increase of a district minimum of 50 for all failing grades – which means a student need only pass one quarter and never return to school and still ‘pass’ the class,” Moyer-Washington wrote.

The use of minimum 50 is based on the contention that traditional grading scales are based on 10-point increments: 70-79 generally means a C grade; 80-89, a B, and so on. However, anywhere from 0-59 is considered an F, so the more fair and equitable application of a failing grade is to award a minimum 50, according to a 2004 paper by Douglas B. Reeves. 

Because grades are averaged to get a final grade, a zero for an incomplete or missed assignment can substantially affect a student’s overall grade and make it more difficult for them to build their grade back up after receiving a zero.

But critics argue it also allows some students to do literally nothing or not even show up for most of the school year and still squeak out a passing overall grade, which is a 60 in HPS, meaning they only have to raise their final grade by ten points to then be passed onto the next level. 

Hartford’s school system has increased its graduation rate from 63.2 percent in 2011 to a high of 78 percent in 2023. The COVID-19 pandemic and government closure of schools also had an overall detrimental effect on grades and learning for students, along with attendance.

 Chronic absenteeism, defined as missing 10 percent or more of school days, spiked during the pandemic when many students were either unwilling or unable to log in for remote learning, but for the 2023-2024 school year, chronic absenteeism remained at an elevated rate of 17.7 percent statewide, well above the 12.2 percent in 2019, according to state data.

HPS’s graduation rate in the 2023-2024 school year was “over 78%, which is the highest rate for Hartford Public Schools in well over a decade,” according to a message from HPS Superintendent Dr. Leslie Torres-Rodriguez. According to state data, during that same year, 27 percent of HPS students were chronically absent, with some schools like Bulkely High School and Hartford Public High School, topping out at over 50 percent.

Gale argued before the BOE that HPS needs more funding to dedicate resources to struggling students and there are better – but more funding intensive – options to improve grades and graduation rates without the minimum 50 policy.

“There are other methods for supporting students to pass courses and earn graduation credits which we fully support,” Gale said. “These would include things such as, maintaining high expectations, academic detentions, academic probations, Saturday academies, tutoring, and extra help.”

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