We believe it would be inequitable to give grades, notations of “needs improvement” or “incomplete,” or any other indication of how a student performed while schools were closed, particularly given how many students have been unable to access remote learning in a meaningful way. Labeling a student as needing improvement or having incomplete work would unfairly penalize students who have faced barriers to remote learning such as lack of access to technology and digital literacy, lack of English proficiency of parents and students alike, lack of special education supports, family trauma, and overall lack of resources, among others.