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The forgotten reason teachers don’t use the letter ‘E’ in grading anymore
We all know how the grading system works. A is the best score you can get (and the only acceptable score for the perfectionists among us). Then comes B, which is also generally considered positive. By C, you’re in dangerous territory. D is even worse. And F, well, F is the equivalent of wearing a dunce cap.
But where’s the E grade? Why do we skip over this letter?
Turns out, we didn’t always exclude the letter E from our grading system. And it led to some very confused parents.
The missing grade that vanished from report cards
The earliest record of a letter-grade system comes from Mount Holyoke College in 1897, which quickly spread to virtually every school in North America. When it first debuted, E was the lowest grade a student could receive, with A still being the highest.
Though popular, the system was fairly wonky from the start. As reported by Slate, A represented scores between 95 and 100, while B and C each stood for 10-point ranges. Students could get a D only with a score of “precisely 75.” Anything below that received an E. And then, only a year later, they added F to represent “fail,” and tweaked each letter grade to represent only five points, with scores below 75 resulting in failure. E reflected scores 75 to 79.
Why schools dropped the letter E
However, as the story goes, many parents who viewed E on their child’s report cards interpreted it as “Excellent,” rather than practically failing.
By 1930, most schools became aware of the unintended consequences and did away with the letter grade entirely.
Of course, this hasn’t been the only time schools have experimented with different grading metrics. Some played around with varieties of numerical scales (0-4, 0-9, 0-20, 0-100). Others tried just three grade groups (best, worse, and worst), while some used four under the following labels: “first in their respective classes,” “orderly, correct, and attentive,” “have made very little improvement,” and “they have learnt little or nothing.”
In fact, the further back you go, you’ll notice that tracking an individual student’s progress and mastery through close, personal observation and detailed, descriptive feedback was the norm rather than categorization. But as schools kept getting an influx of students, a standardized and seemingly more efficient system became the norm.
Of course, there have been criticisms of this method since its inception. For decades, educators have shared concerns that it prioritized getting a certain letter grade rather than the intrinsic value of learning.
Could grading systems change again?
Image of a hand writing “Never Stop Learning” in marker. Canva
That debate is still happening today. In recent years, some schools and universities have experimented with alternatives like pass/fail systems, standards-based grading, narrative evaluations, and competency-based assessments that measure whether students have mastered specific skills rather than averaging test scores. Others have adopted portfolios and teacher feedback in place of traditional report cards altogether.
Supporters of these approaches argue that they can reduce anxiety and encourage students to focus more on growth, participation, and curiosity. Critics worry they may make it harder to measure achievement consistently or compare students across schools.
Either way, the disappearing E grade is proof that the grading system has never been quite as fixed or timeless as many people assume. What feels permanent in one generation of classrooms can easily be rewritten by the next. And, arguably, it should be able to adapt as we do.
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