As the postmodern takeover of American education nears completion, the practice of assessing student performance with letter grades is under attack. Education disrupters claim grades and GPAs create an unfair academic hierarchy and put undue pressure on high-achieving students, leaving the rest mired in low self-esteem.

Combine these objections with the political insistence that all students graduate “college ready” and armed with “21st-century skills,” and a revolution in assessment is well under way.

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