More than a GPA: Inside the movement to end letter grades in Jewish education

May 26, 2026 - 17:33

Grades have long been a staple of American education, but a growing movement within Jewish day schools is questioning their value. According to an organization focused on innovation in Jewish education, traditional letter grades can have an unintended and damaging effect: they can make students feel judged not just on their academic performance, but on their very identity as Jews.

The critique centers on the idea that a single letter or number fails to capture a student's growth, curiosity, or character. In a setting where the goal is to nurture a lifelong connection to Jewish learning and community, a low grade in Hebrew or Talmud can feel like a personal failure, not an academic one. Proponents of the shift argue that this pressure can lead students to disengage from their heritage, associating their Jewish studies with stress and inadequacy rather than meaning and joy.

Instead of A's and B's, some schools are experimenting with narrative assessments, portfolios, and competency-based feedback. These methods aim to provide a richer picture of what a student knows and can do, while separating the evaluation of skill from the evaluation of the person. The movement is still small, but it reflects a broader conversation about the purpose of education. For these innovators, the ultimate goal is not a perfect transcript, but a student who feels seen, challenged, and proud to be part of a learning community.