COLUMN: Think Again – Percentages belong on report cards

Percentages have long been a staple on Manitoba report cards. The former NDP government made the right decision in 2012 when it introduced a provincial report card that mandated percentage marks for all Grade 7 to 12 students.

Percentages are easily understood by parents, students, post-secondary institutions, and employers. Virtually everyone knows the difference between a mark of 40 percent and a mark of 95 percent. The numbers speak for themselves — no further explanation is needed.

They also provide a wide range for measuring performance. Some assignments are more complex than others and have many possible proficiency levels. Percentage grades make it possible to differentiate between good work and excellent work in a way that simply cannot be done with less precise reporting methods.

Using a 0–100 scale, teachers can report with accuracy that some levels of academic excellence are higher than others. For example, while 99 percent and 91 percent are both strong grades, there’s no question that 99 percent represents a higher achievement. Report cards should reflect these meaningful distinctions.

Additionally, percentage grades serve as an important motivator. While not all students are driven by grades, they are a vital accountability tool for many. Without them, there would be little distinction between auditing a course and taking it for credit.

Despite this, some school administrators are moving away from traditional grading systems. In 2023, for example, a high school in the Louis Riel School Division replaced percentages with descriptive terms such as “emerging,” “progressing,” “applying,” and “mastering.” This change was influenced by the “ungrading” movement, which encourages teachers to abandon traditional grades.

However, it quickly becomes clear that terms like “emerging” and “progressing” attempt to convey the same information as percentage marks — but in a less reliable and more ambiguous form. The result is that students and parents are left trying to interpret unfamiliar language rather than receiving straightforward feedback.

Other school jurisdictions have gone down a similar path, often with disappointing outcomes. In British Columbia, for example, letter grades were recently replaced with the terms “emerging,” “developing,” “proficient,” and “extending” for Kindergarten to Grade 9 students in public schools. Unsurprisingly, a recent survey revealed that more than 60 percent of B.C. parents were unable to accurately define these new terms.

A common response from proponents of this new reporting system is that parents only oppose this approach because they are not sufficiently informed. However, this argument is an insult to the many parents who desire the best for their children and whose common sense tells them that removing percentage grades from report cards leads to a loss of precision in the reporting process. Too many education gurus are divorced from the real world.

The core purpose of report cards is to clearly communicate student progress. If parents need a translator to understand what a report card says, then we’ve lost sight of that purpose.

Thankfully, the Manitoba government is taking steps to ensure clarity in school reporting. In a recent memo to the Louis Riel School Division, Deputy Minister of Education Brian O’Leary emphasized that “all Grade 9 to 12 report cards must include a percentage grade in all reporting periods, including midterm reports.” This direction is significant, offering reassurance that Manitoba will not follow British Columbia’s confusing model.

Of course, if educators wish to provide additional descriptive feedback, they are welcome to include comments alongside the percentage grades. When done well, this extra effort is often appreciated by both students and parents.

By maintaining percentage grades on report cards, Manitoba is upholding a system that’s clear, consistent, and easy to understand. That’s good news for students — and for the families and educators who support them.

Michael Zwaagstra is a high school teacher and deputy mayor of Steinbach. He can be reached at mzwaagstra@shaw.ca.