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As the semester ends Feb. 4 and final grades are calculated, many students are asking teachers for a last-minute boost. Unless a grade is within roughly 0.1 percentage points of the next letter, however, students are often told there is nothing they can do.

That leaves some students disappointed with their performance and even more anxious about the third quarter. Restoring extra-credit opportunities could ease that pressure while encouraging students to engage more deeply with their coursework.

FCPS eliminated extra credit at the beginning of this school year as part of an effort to standardize grading. Yet the county policy identifies unacceptable forms of extra credit without clearly defining the practice itself, leaving individual schools to decide what is permitted.

McLean High School has no schoolwide rule prohibiting extra credit, but several departments—including English, math and science—have added bans to their syllabuses.

Critics argue that extra credit gives students too much of a cushion and can create unfair grading. But well-designed opportunities can remain merit-based: Students earn additional points only by completing more work and demonstrating further engagement with the subject.

Extra credit can also offer a path to recovery after one poor test or assignment. Without that option, students may feel a single mistake can derail an entire quarter grade.

Giving students meaningful ways to go beyond regular assignments could shift attention from constant fear over grades toward improving their understanding of the material. FCPS should restore extra credit as an option, allowing teachers to reward additional effort while helping students recover from occasional setbacks.