We Don’t Rank. We Grow.
The world of grades, to borrow from Shakespeare’s melancholy Dane, is “an unweeded garden, / That grows to seed; things rank and gross in nature / Possess it merely.”
If I may wax poetic with this same play on words, methinks ‘tis rank to rank (although admittedly Hamlet continues this same soliloquy into a comparison of his uncle’s and father’s respective merits). At Grow Beyond Grades, we yearn for something nobler to possess the garden that is learning, not the vile, grade-grubbing weeds that sap the plot of its nutrients and resiliency. We long for a flourishing rooted in curiosity and care, not the shallow soil of fear and compliance. So if we must rank anything, we shall always rank growth ahead of grades.
Said another way: We Don’t Rank. We Grow.
This spring, Grow Beyond Grades partnered with two visionary organizations—gotLearning and Human Restoration Project—to host the first-ever Growth, Not Grades student writing contest for high school and college students.
We’re deeply grateful to Mike Rutherford of gotLearning and Chris McNutt and Nick Covington of Human Restoration Project for their belief in this work and their steady support through the years. HRP continues to be one of the most compelling voices in human-centered education, while gotLearning is reimagining EdTech as a tool for authentic teacher-student dialogue.
Together, we invited students to share their stories—and their visions—for more meaningful approaches to learning and assessment. Submissions were reviewed by a panel of writer educators committed to restoring purpose, agency, and care in our classrooms.
Truth be told, our original plan looked more conventional: first, second, and third place prizes. As we began reading, however, it became clear: the framework didn’t fit the work. Rank-ordering submissions—however well-intentioned—started to feel antithetical to the spirit of growing beyond grades. The pieces that most impressed us deserved recognition on their own terms, not in comparison to others.
Readers Rita Shah, Asao B. Inoue, and Karis Jones
So we changed direction. With the help of our incredible panel of judges—Rita Shah, Asao B. Inoue, and Karis Jones—we awarded three named recognitions each highlighting a distinct strength of our students’ stories. Each student will now collaborate with one of our judges to further revise their piece for possible publication.
We’re thrilled to introduce you to these emerging voices—and the awards their work inspired!
Brooklyn Bongiorni (The Graded but Not Defined Award)
“In truth, the only aspect [grades] get anywhere close to showing is how someone is doing in school. Not their intelligence, not their responsibility, not anything beyond the way they exist in the incredibly unique environment that is the school culture which society has created.”
Hi, I’m Brooklyn (They/She)! I’m twenty, and for as long as I can remember I’ve had a passion for writing. It’s one of the most freeing activities a person can do, allowing the mind to wander to new worlds or simply look at the current world in a new light. Along with that, it’s helped me a lot through my journey as a queer woman, giving me a space to be myself and learn who I am by putting it into text.
When I’m not writing, I’m drawing, reading, or playing video games. All my favorite activities involve some level of creativity, as I think that’s what life is all about. Right now, I’m going to CCAC in order to become the best creative I can, though I’m hoping to transfer soon once I finish my associates to keep working towards greater things.
My biggest goal in life is to become an author someday. I know that’s not the easiest path to take, but I’m all-in for the journey. I hope to see books I wrote on a shelf someday and get to beam with pride, knowing that I made something worthy of being seen and enjoyed by others.
Subhiksha Sreeram (The Clarity Beyond the Curve Award)
“When feedback becomes a footnote to judgment, learning takes a backseat.”
Hi! My name is Subhiksha Sreeram, and I’m a rising senior at Olentangy High School in Columbus, Ohio. Ever since I learned to read, books have been my safe space, and reading quickly became one of my favorite hobbies. Over the years, that love for words has grown into a passion for writing and storytelling.
I’ve been part of my school’s journalism program for the past few years, and I’m excited to serve as Co-Editor-in-Chief of our newspaper, The Beacon, this upcoming year. I’m also a member of our Speech and Debate team, where I compete by presenting speeches on what I'm really passionate about.
Lately, I’ve been diving into the world of neuroscience and psychology, fascinated by how the brain works and how it shapes who we are. As I head into senior year and the college admissions process, I’m especially grateful for opportunities like this contest, where I got to share my perspective on something I care about: the impact of the grading system. Thank you for the chance to use my voice and advocate for change!
Sharlyn Barrett (The Learning to Love Award)
“No scales, no grades, no measurements. [...] Now I have finally presented the choice to allow myself to ignore all fake numbers that pretend to be me.”
I am a twenty-year-old college student, and the eldest daughter of a six-person household. I am currently attending the Community College of Allegheny County where I hope to eventually transfer to a four-year college. I am planning to graduate as an English major and intend to use my degree to become employed as a full-time writer. I dream of having published work under my name in the future.
As hobbies, I enjoy all forms of art, though I find reading and writing in my free time the most rewarding. Outside of schooling, I plan to travel outside of the country—I’ve already been to South Korea and Aruba—and hope to own a home someday.
With this essay, I want to use my personal experiences to warn readers of the harm of conforming to set standards. For me, it’s important to stress that school should be a place for students to grow their personal skills through patience and acceptance. With this award, I intend to continue going to school.
