Teachers' objections to an emphasis on narrative, descriptive evaluation and a de-emphasis on grades cannot rest on uninformed claims about what parents want. Decades of research show that grades don't lead to deeper understandings, increased intellectual risk-taking, or better performance on complex tasks. Similarly, conversations based around grades can't produce these results either. Interviews with parents show that parents want teachers who observe their children carefully, develop strong learning relationships, and communicate meaningfully. The author holds copyright. Distributed by Phi Delta Kappa with permission.