Wellesley College’s BTtoP grant supported the implementation and evaluation of a shadow grading policy. Starting in the fall of 2014, letter grades of first-year, first-semester (FYFS) students were not recorded on their official transcripts and were only made known to others on campus in limited ways. The policy was viewed as a means to refocus attention from grades to intellectual engagement, inspiration, and risk-taking. Shadow grading was also intended to foster the psychosocial well-being of first-year students by helping them manage the many transitions that accompany the move from high school to college, such as creating a complementary balance between academic commitments and social activities.
Primary Investigators: Lee Cuba, Professor of Sociology, email@example.com