By PSA Newsroom Staff
COLUMBIA, S.C. — In classrooms across South Carolina, grades carry weight far beyond report cards. They shape student confidence, guide parental expectations, and often determine college and career pathways. House Bill 5073, introduced this legislative session, seeks to bring greater clarity, consistency, and meaning to how those grades are earned.
Filed on January 29, 2026, HB 5073 proposes updates to public school grading practices, particularly in high school credit‑bearing courses. Supporters say the bill is less about punishment and more about restoring trust in what a grade represents — for students, families, educators, and employers alike.
Full bill language: https://www.scstatehouse.gov/sess126_2025-2026/prever/5073_20260129.htm
Why the Bill Was Introduced
Over the past several years, grading practices have varied widely across school districts. Some districts adopted “minimum grade” policies, where students could not receive a score below a set threshold — even if work was not completed or mastery was not demonstrated. While often well‑intentioned, these policies have raised concerns among teachers and parents who say grades no longer clearly reflect learning.
Representative Fawn Pedalino, the bill’s primary sponsor, framed the legislation as a way to re‑center grading on achievement rather than policy mechanics.
“Students deserve grades that honestly reflect what they know and can do,” Pedalino said in a public statement announcing the bill. “This is about fairness — to students who put in the work, to teachers who assess it, and to families who rely on grades to understand progress.”
What HB 5073 Would Change
At its core, the bill emphasizes that grades should be based on demonstrated academic performance. Among its key provisions:
- Grades must reflect completed work and assessments, rather than behavioral factors or artificial minimums.
- Mandatory grade floors would be prohibited, ensuring teachers can assign grades that align with actual performance.
- Credit and content recovery eligibility would require accountability, including completion of required assignments.
- Benchmark performance could continue for instructional purposes but not be counted in final grades.
- The State Board of Education would convene a task force to review the state’s Uniform Grading Policy, with recommendations due by February 1, 2027, and implementation statewide by the 2028‑29 school year.
How This Might Affect Local Schools
For families and educators in Clarendon, Sumter, Orangeburg, and Williamsburg counties, the bill’s focus on clear, achievement‑based grades could have several positive effects:
Clarendon County:
In communities like Clarendon County, where educators and parents alike want grades that reflect student effort and mastery, the bill’s emphasis on authentic academic performance may help reinforce local teaching priorities. Clarendon’s schools already work hard to support students through individualized instruction; clearer grading standards could further strengthen communication between teachers and families about progress toward graduation readiness.
Sumter County:
Sumter schools have been at the center of the grading‑policy conversation. The Sumter County School District recently voted to remove a grading floor that previously prevented students from receiving grades below 50% — a move that aligned with teachers’ calls for more meaningful assessments of student work. Faculty and community members expressed that giving students an accurate grade encourages effort and clearer understanding of where support is needed. HB 5073 would reinforce this approach statewide, offering consistency for students transitioning between districts and preparing for college.
Orangeburg County:
In Orangeburg County, where schools often reflect a mix of urban and rural classroom environments, the bill’s provision to focus grade reporting on mastery could help ensure that students’ transcripts provide honest signals of readiness. Because accurate grades can strengthen applications to colleges and technical programs, a statewide standard offers families confidence that local achievement aligns with expectations beyond the district.
Williamsburg County:
Williamsburg County schools, many of which serve rural communities with deep family ties and close‑knit schools, also stand to benefit from clearer grading rules. When grades reflect students’ demonstrated work, educators can better partner with parents to celebrate strengths and target support. That alignment can boost student self‑confidence and help families plan for post‑graduation goals.
Across all four counties, local educators may find that the bill’s review process offers an opportunity to bring classroom experience directly into statewide conversations about grading policy — reinforcing the idea that teachers’ professional judgment should be valued in shaping how learning is measured.
Where the Bill Stands Now
As of this writing, House Bill 5073 remains in the House Education and Public Works Committee, awaiting discussion and potential amendment before any votes on the House floor.
Looking Ahead
If advanced, HB 5073 would set in motion a phased rollout of revised grading expectations across South Carolina public schools. Supporters say that by reinforcing consistent, transparent grading, the measure could help students, families, and educators focus on mastery and readiness, and better prepare students for success after high school.
“This is about helping students leave our schools prepared and confident,” one education advocate said in support of the bill. “Clear standards help everyone move forward together.”
