# Indianapolis Reinstates Zero Grades: Impact on College Readiness District reverses pandemic-era policy amid concerns over grade inflation and unprepared students. - **Source:** [The College Investor](https://brifing.si/source/d431d77d-492e-4105-be7c-2525bbb643ab) - **Published:** 2026-09-08 - **Original article:** - **On Brifing:** https://brifing.si/s/044c7a4b-6d6e-48e5-a653-b3e388d330c9 ## Policy Reversal Details Indianapolis Public Schools officially ended its six-year no-zero grading policy on August 27, 2026, through Board Resolution No. 8111. The change modifies the F grade range from 50-59% back to 0-59%, while maintaining protections for students who make genuine attempts. The policy requires documented interventions before issuing zeros and includes special provisions for elementary students. This middle-ground approach came after extensive teacher feedback about students exploiting the previous system. ## Original Policy Context The no-zero policy was implemented in July 2020 during pandemic remote learning, when quarantine absences could lead to unrecoverable academic consequences. The policy aimed to prevent situations where a single zero could mathematically destroy a student's quarter grade - equivalent to five F grades on a 100-point scale. While well-intentioned for emergency circumstances, teachers reported students increasingly used it as a loophole to pass without completing work, contributing to nationwide grade inflation concerns. ## Comparative Grading Scales The policy change highlights stark differences in grading approaches nationwide. While Indianapolis returns to traditional percentages (A=90-100%, B=80-89%), San Diego Unified uses a radically different scale where 70% earns a B and 50% a C. This inconsistency creates challenges for college admissions evaluating applicants from different districts. Research shows identical GPAs from different schools predict significantly different college performance, undermining the transcript's reliability as a standardized measure. ## Grade Inflation Evidence ACT research shows average adjusted high school GPAs rose from 3.17 (2017) to 3.38 (2022) without corresponding test score improvements. More troubling, identical 2.5 GPAs from different schools predicted college GPAs differing by 0.37 points. This inflation means transcripts increasingly reflect school policies rather than student capability, contributing to the recent resurgence of standardized test requirements in college admissions despite test-optional movements. ## College Readiness Crisis The inflated grades create a dangerous mismatch where students believe they're prepared for college when they're not. Many arrive needing remedial courses that carry full tuition but no degree credit, extending their time to graduation. With college costs rising 2.5% annually, each extra semester creates significant financial burden. Worst case scenarios see students dropping out with debt but no degree - carrying loan payments without the earning premium a credential provides. ## Indianapolis' Middle Ground The revised policy attempts balance: zeros now apply only to work never attempted despite interventions, while maintaining the 50% floor for genuine effort. This addresses the most blatant loophole while preserving protections for struggling students. However, it doesn't solve the larger national problem of inconsistent grading standards between districts. The change reflects growing recognition that inflated grades ultimately harm students by masking skill deficiencies until college. ## Teacher and Administrator Perspectives IPS chief learning officer Lela Simmons described the change as responding to teacher concerns about declining accountability. Educators reported students strategically using the no-zero policy to pass without effort. The new system maintains safeguards for students facing legitimate challenges while restoring consequences for complete disengagement. This professional feedback was instrumental in shaping the compromise solution adopted by the board. ## Broader Educational Implications The Indianapolis decision reflects a national reckoning with pandemic-era educational policies. While temporary measures were necessary during crisis, their long-term use revealed unintended consequences. The grading debate touches fundamental questions about equity versus rigor, and how best to prepare students for postsecondary success. As colleges reinstate test requirements, K-12 systems face pressure to ensure their assessments provide meaningful, comparable indicators of student readiness. ## Sources covering this story - https://thecollegeinvestor.com/88138/indianapolis-ends-its-no-zero-grading-policy/ — --- _Summary written by Brifing from the original reporting. Copyright in the original article belongs to its publisher; read the full piece at the link above._