Educators seeking to reform grading must combat five long-held traditions that stand as formidable obstacles to change: (1) Grades should provide the basis for differentiating students; (2) grade distributions should resemble a bell-shaped curve; (3) grades should be based on students' standing among classmates; (4) poor grades prompt students to try harder; and (5) students should receive one grade for each subject or course. Education leaders who challenge these traditions must be armed with thoughtful, research-based alternatives.