Why Is There No E Grade?

Education is a cornerstone of modern society. One of the most familiar features of education is the grading system, which assigns letters or numbers to measure a student’s performance. Most students are familiar with grades A, B, C, D, and F. However, many notice something curious: there is no E grade in most grading systems. This absence has puzzled students and even some educators. Why skip E? Why go straight from D to F? This article delves into the history, reasoning, and implications of this curious quirk in grading.

The Origin of Grading Systems

Early Grading Methods

Before letter grades existed, educators used various methods to evaluate students. In the 19th century, schools often relied on oral examinations, written feedback, and descriptive evaluations. Students’ work was judged qualitatively rather than quantitatively. For example, a teacher might describe a student’s work as "excellent," "satisfactory," or "poor" instead of assigning a specific grade.

This system had its drawbacks. Teachers’ evaluations were subjective, and it was difficult to compare students consistently. As education expanded, there arose a need for a more standardized and measurable system.

The Introduction of Letter Grades

Letter grades emerged in the early 20th century, particularly in the United States. Mount Holyoke College, one of the first to formalize letter grading, introduced the system around 1897. The original scale used letters A, B, C, D, and E to represent levels of achievement:

A – Excellent

B – Good

C – Average

D – Below average

E – Failing

Here, the E grade was initially intended to indicate failure, just below the minimum acceptable performance.

Why E Disappeared

Avoiding Confusion

Over time, schools began replacing E with F to represent failure. There are several reasons for this:

Clarity: Using D as passing and F as failing is more intuitive. E might confuse students, as it could be mistaken for a grade just slightly below D.

Consistency Across Institutions: As grading standards became widespread, F became the universal symbol for failure, reducing ambiguity.

Psychological Considerations: Some educators felt that an E grade might sound like “almost passing,” which could mislead students about their performance. F was a stronger, more definitive indicator of failure.

The Role of D as a Passing Grade

D is considered the lowest passing grade in many systems. If E existed between D and F, students might see it as a minimal pass, further blurring the line between passing and failing. Eliminating E simplifies grading:

A to D: Passing grades

F: Failing grade

This clear separation reduces confusion and ensures students understand when their performance falls below acceptable standards.

Grading Systems Around the World

United States

In the United States, the typical grading scale is:

A (90–100%) – Excellent

B (80–89%) – Good

C (70–79%) – Average

D (60–69%) – Below average, but passing

F (0–59%) – Failing

Notice that E is absent. Even if some schools briefly experimented with E, most abandoned it for F to standardize grading across institutions.

United Kingdom

The UK traditionally uses letter grades for exams, particularly in secondary education:

A – Excellent

B – Good

C – Average

D – Satisfactory

E – Sufficient to pass

Interestingly, in the UK, E does exist, but it represents a passing grade just above fail. Failures are marked as U (unclassified). This shows that the absence of E is not universal; it depends on the grading philosophy.

Other Countries

Different countries approach grading differently:

Germany: Uses a numeric system from 1 (excellent) to 6 (fail).

France: Uses a 0–20 scale, with 10 as the passing mark.

Japan: Often uses letter grades with A, B, C, and F, similar to the US.

The US system’s decision to skip E is more of a cultural and institutional convention than a universal rule.

Psychological and Educational Impacts

Student Perception

Grades carry a psychological weight. Seeing an E might feel like a “soft failure,” leading students to underestimate their need for improvement. Using F as the clear failing grade sends a strong, unambiguous message.

Motivation and Standards

Clear grading helps maintain standards. Students know that anything below D is unacceptable, and this encourages them to aim for at least a minimal level of competence. A confusing E grade might dilute motivation.

Teacher Perspectives

Teachers also benefit from the simplified scale. Assigning F as a clear failing grade avoids ambiguity when communicating with parents or reporting to administration.

Grading Alternatives

Plus/Minus System

Some schools use a plus/minus system (e.g., A-, B+, C+). This adds granularity and makes the need for E even less relevant. For example:

D+ – Low passing

D – Minimal passing

D- – Still passing but barely

In this system, F is still the failing grade.

Pass/Fail System

Other schools use pass/fail systems for certain courses, eliminating letter grades. This simplifies assessment but may not provide detailed feedback for improvement.

Narrative Evaluation

Some progressive schools use narrative evaluations, where teachers provide qualitative feedback instead of a grade. In such systems, the question of E vs. F is irrelevant because students’ performance is described in words rather than letters.

Historical Anecdotes

Mount Holyoke College: Originally used E, but later switched to F for clarity.

Harvard University: Early reports show occasional use of E in the early 1900s, but phased out by the 1930s.

Standardization Movements: As colleges and universities sought standard grading policies for student transfers and records, F became universally accepted as failing.

Common Misconceptions

E means “Excellent”: Some people mistakenly think E should be a high grade. Historically, E represented failure, not excellence.

Skipping E lowers standards: On the contrary, skipping E simplifies the system and clarifies expectations.

All countries skip E: Not true. Some countries and institutions, like the UK, retain E as a passing grade.

The Future of Grading

As education evolves, letter grades may become less relevant. Alternatives like competency-based grading, portfolio assessment, and digital badges are gaining popularity. In such systems, the absence of E may become irrelevant, but understanding the history provides insight into how grading evolved to meet educational needs.

Summary

Letter grades evolved from qualitative evaluation systems.

E originally existed in some early US schools but was replaced by F to clarify failure.

D is the lowest passing grade; F is failing. Skipping E simplifies communication and motivation.

Grading systems vary globally; some countries retain E.

Psychological clarity, standardization, and motivation are reasons for skipping E.

Modern grading trends may reduce the relevance of letter grades altogether.

Conclusion

The mystery of the missing E grade is largely a historical and practical matter. Education systems evolve to serve students and institutions best, and skipping E creates clarity, reduces confusion, and motivates learners. While the letter E may occasionally appear in other countries, in most systems, D and F suffice to communicate performance effectively. Understanding this history enriches our appreciation for grading systems and highlights the careful thought behind even the simplest educational conventions.