Dr. Zachary Robbins is an accomplished educator, author, and social justice advocate with decades of classroom and administrative experience. Beginning his career as a high school English teacher in Washington, D.C., and Maryland, Robbins went on to serve as principal in both Boston and Las Vegas, where he helped raise achievement and strengthen student outcomes. Most recently, he served as superintendent of Marysville School District 25 in Washington from 2022 to 2024, leading initiatives that expanded advanced placement enrollment and career education programs. As the author of three books, including Becoming a Social Justice Educator and The Teacher Black Students Need, Dr. Zachary Robbins has written extensively about educational equity, restorative justice, and anti-bias practices. His insights on reducing grading bias align with his lifelong mission to ensure fair opportunities for all students and to prepare educators with the tools to create equitable classrooms.
Spotting and Reducing Grading Bias in the Classroom
Grading is more than just assigning numbers or letters to student work. It is a system that determines how schools distribute opportunities and how students view their progress. When grading is fair and consistent, students are more likely to see school as a place where their effort leads to growth.
Grading bias occurs when scores reflect factors unrelated to the quality of student work. A teacher may judge an assignment more harshly or more generously because of a student’s race, gender, behavior, or reputation. Teachers can give two identical essays different grades if they assume one student is stronger than the other.
Bias often emerges through classroom practices, such as participation points, late penalties, or subjective grading of writing assignments. Teachers may overlook these patterns as they occur, but small differences can accumulate into uneven results. Research shows that such practices contribute to long-term achievement gaps by influencing placement, confidence, and access to opportunities. Recognizing these everyday examples is the first step toward change.
One of the most effective ways to reduce bias is to use clear rubrics. Rubrics spell out the criteria for success in specific, observable terms, such as citing at least three sources in an essay or solving every step in a math problem. They anchor evaluations to the actual work instead of relying on impressions about the student, and provide students with a defined path for improvement.
Anonymous grading provides another safeguard by separating the work from the student’s identity. Removing names from assignments reduces the weight of expectation and signals that evaluation is based on a single standard. Students gain confidence when they know the same criteria apply to everyone.
Participation and behavior grades also need structure. Teachers may reward communication styles that resemble their own while overlooking quieter or culturally different expressions. Using checklists or digital tools to log contributions creates an evidence-based record and reduces reliance on memory or perception.
Teacher preparation is essential to reducing grading bias. Professional development that includes rubric-based practice and review of sample work helps teachers grade more consistently and rely less on subjective impressions. Research shows the most effective programs involve collaborative calibration and coaching tied to real classroom tasks. Embedding these practices into school routines ensures that fairness becomes institutionalized rather than a one-time effort.
Borderline cases also call for close attention. When a student’s score falls near a cutoff, revisiting the work with the rubric in hand ensures the decision rests on clear evidence. This step prevents small inconsistencies from shaping outcomes in unintended ways.
Beyond individual classrooms, schools can strengthen consistency through calibration. By reviewing sample assignments together and aligning their scoring, teachers build shared expectations. Research shows that calibration reduces variation across classrooms and improves reliability in reported outcomes. As a result, students encounter the same standards regardless of personal differences in teacher judgment.
For students, clarity in grading provides a sense of agency. When they understand which criteria count and see that scores reflect observable work, they can focus their efforts more effectively. Transparent systems show them how to improve, turning grades into tools for growth instead of sources of confusion.
Reducing grading bias fosters equity and supports the development of lasting academic foundations. Tools such as structured rubrics, anonymous review, documented participation, teacher training, and calibration establish systems where evaluation reflects learning rather than assumptions. Together, these practices build consistent accountability and prepare students for future opportunities with evaluations they can trust.
Dr. Zachary Robbins — About the Author
Dr. Zachary “Zac” Robbins is an educator, author, and former superintendent with more than two decades of experience in teaching and school leadership. He has served as a principal in Boston and Las Vegas and as superintendent of Marysville School District 25 in Washington. Robbins has authored three books, including Restorative Justice Tribunal, Becoming a Social Justice Educator, and The Teacher Black Students Need. His published work highlights restorative justice, anti-bias education, and equity-focused practices in schools.
