Research Wednesday | January 28, 2026

When Grading Becomes Politicized 

My research and writing on grading have generally been aimed at challenging toxic grading practices, such as the use of averages, the zero on the 100-point scale, and grading as punishment. But if ever a score of zero was warranted, it is the case of a University of Oklahoma student who was in a psychology class that required the use of research to analyze information and defend a conclusion. The student failed to cite the research that was assigned or any contrary research to argue a different point of view. Instead, the only citations were from the Bible. That may be an authoritative source in the minds of many people, but it is generally not regarded as academic research.  

The university’s response, of course, was to support the instructor’s rigorous standards and uphold the university’s honor. Just kidding. The university’s response, after political pressure raised by the student who enlisted the help of political leaders in the state, was to place the instructor on administrative leave and ensure that there would be no harm to the student’s academic record.   

While the low grade was appropriate, the best response by the teacher would be to allow the student to re-write the paper and respond to the assignment appropriately. The New York Times reports that challenges to low grades in similar situations have happened dozens of times. While I do not defend grading as punishment, I do defend fair and accurate grading. When most students understand academic requirements and play by the rules, and others evade the rules with impunity by enlisting political power to subvert their teachers, I side with the teachers.

Here's the link: https://www.nytimes.com/2025/12/02/us/oklahoma-bible-essay-gender-teasing-zero.html 

News from Creative Leadership Solutions

• Fearless Schools Podcast In part two of our anniversary episode with Rick Wormeli, he gives us strategies to give better feedback and help students be successful. Takeaways include -

  • Experiential learning can transform students' perspectives.

  • Differentiation makes learning successful for both adults and students.

  • Teachers should focus on developing mutual ethos with students.

  • Accountability in education should not be punitive.

  • Teachers need time for collaboration to enhance their practice.

  • Feedback is essential for student growth and motivation.

  • Continuous learning is vital for both teachers and students.

  You can find the latest episode wherever you listen to your podcasts.
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• CLS Newsletter January offers a chance to reset priorities and sharpen our focus for the months ahead. This edition of the CLS Newsletter is dedicated to sharing practical strategies and successful ideas we are seeing in the field—approaches that clients can implement immediately to strengthen their work. CLICK HERE