I received an email from a school leader that raised a familiar and important question about grading. The discussion centered on whether work habits should be reported within standards-based grading/reporting.
At the heart of the question was a tension that I believe many educators recognize: work habits clearly matter for student success, yet they are fundamentally different from academic learning standards. The concern was not whether work habits are important, but how they should be communicated—particularly in systems that aim to ensure grades reflect academic achievement alone.
This is not the first time I’ve encountered this dilemma. I’ve seen it surface across grade levels and school contexts across the country, especially in schools working toward clearer, more standards-based grading/reporting. In one setting, educators spent significant time developing clear, family-friendly academic standards and aligning assessments to those expectations. Eventually, the conversation turned to work habits and citizenship. The group quickly realized that if work habits were going to be reported separately, they could not rely on informal impressions or general perceptions. Instead, they would need to define those habits clearly, observe them intentionally, and assess them in a consistent and transparent way. (Note: This was in clear contrast to some of their previous practices which involved punishing students in absence of these habits such as a 10% deduction for late work).
That realization led to a simple but powerful conclusion: if work habits are important enough to be reported, they are important enough to be formally taught and assessed—even when they are not included in the academic grade.
This principle applies applies, whether elementary or in secondary settings. When educators consider how to report work habits, a useful set of questions can help guide the decision:
- When and how are students explicitly taught the work habit?
- What opportunities do students have to practice it and receive feedback?
- What evidence is collected to demonstrate growth over time?
- Are there clear criteria that describe varying levels of performance?
When these elements are in place, reporting on work habits becomes meaningful because it reflects observable learning rather than subjective judgment. When they are not, work habits may still be valued—but reporting them risks becoming inconsistent or confusing for students and families.
Ultimately, the issue is not whether work habits matter. The issue is whether schools are willing and prepared to apply the same level of clarity and intentionality to reporting work habits as they do to academic learning. Separating academic achievement from work habits does not diminish their importance; it strengthens the credibility of both. Grades communicate what we value—and thoughtful, separate reporting ensures that message is clear.
Here are two resources to support your continued learning and leadership:
- Redefining Student Accountability: A Proactive Approach to Teaching Behavior Outside the Gradebook by Tom Schimmer (affiliate link)
- See below for a sample decision making rule for reporting work habits
Decision Rule for Reporting Work Habits
Before reporting any work habit, administrators and teacher teams should be able to answer yes to all of the following:
- Taught: Is the work habit explicitly taught, not assumed or implied?
- Practiced: Do students have multiple opportunities to practice the habit in varied contexts?
- Feedback: Do students receive specific, descriptive feedback on the work habit?
- Defined: Are there clear, shared descriptors or rubrics that define what different levels of performance look like?
- Separate: Is the work habit reported separately from academic achievement, rather than included in the academic grade?
Created by Matt Townsley. Permission to use with attribution.
Disclosure: The ideas originate from the author. Generative AI was used to proofread and revise this blog post for clarity.