It’s the night before a big test and you’ve spent hours studying. You walk into the exam feeling confident in your abilities up until there is a pencil in your hand. Suddenly, your mind goes blank. Panic sets in. By the time you regain focus, the test is nearly over. You do your best, but when you receive your grade, it’s lower than you expected. If only you had another chance.
For many students, this scenario is all too familiar. The debate over test retakes continues in classrooms across the country, including at East. Some teachers offer full credit retakes, while others only allow partial credit, or none at all. But if the goal of education is proficiency, why should a single test dictate our understanding of a subject?
Joel Cornwell, an AP U.S. History teacher at East, believes that retakes should be an opportunity for students to truly grasp the material.
“If a student has an extenuating circumstance, it makes sense to give them another chance,” Cornwell said. “But if you give full credit, it’s almost like a soft core punishment for students who do well the first time.”
From this point of view, full credit retakes could diminish the incentive to prepare thoroughly the first time around. If students know they can redo a test with no penalty, they may put in less effort initially, relying on the safety net of a retake. Should students who studied hard and performed well on the first attempt be graded the same as those who needed multiple tries? Some argue that without consequences for poor preparation, retakes have the potential to reward procrastination over diligence.
While Cornwell worries more about fairness, Kyle Thompson takes a different approach. Thompson is another teacher at East. He teaches AP Physics 1 and has full retakes, but for his AP Physics C class there are no retakes.
“There are different standards for core and upper level classes,” Thompson said. “Once you get into the upper level APs you start to adapt them more to what they are going to see at the next level. I want to make sure they understand the materials while they’re taking place.”
In core classes, full retakes can ensure that students truly grasp the material, as these subjects serve as building blocks for more advanced learning. Learning the concepts is often seen as more important than strict grading policies, making retakes a valuable tool for understanding. However, in upper level AP courses, stricter retake policies are often enforced to better prepare students for college, where second chances on major exams can be rare. Limiting retakes in advanced courses promotes accountability and strong study habits, which are both essential for success beyond a high school career.
The key issue is equity. Some students have extra resources like tutors or supportive home environments that give them an advantage on their first attempt. Other students may struggle with time management, test anxiety, or learning gaps that require them more review. Offering full credit on retakes acknowledges that learning is a process, not a one-and-done event.
The purpose of education is to prepare students for the real world, and the retake policy should reflect that. In life, people get second chances. People can switch majors in college if they realize it’s not a good fit. People can retake a licensing exam and pass on the second try after failing. There are many more examples, but the point is that there are many different paths to success. Instead of penalizing students for needing more time, schools should embrace a system that prioritizes true understanding over arbitrary grading policies.
By implementing a school-wide policy that allows for full credit for retakes, schools guarantee that every student has a fair opportunity to learn and succeed. After all, education should be about growth and proficiency, not a single test score.
