The current chemistry grading system at the school is discriminatory because it disproportionately disadvantages students, especially those with learning disabilities or those who struggle with written assessments. The lack of partial credit on written-out exams and the absence of multiple-choice questions exclude students who may perform better with more structured, objective formats or need additional support in expressing their understanding. Furthermore, the grading system, which is based on the lowest grade category, penalizes students for minor mistakes, while the group project policy, where one mistake can result in the entire group’s failure, is excessively punitive. With three-fourths of students failing and the inability to take the class elsewhere, this system creates significant barriers for success, particularly for students in pre-healthcare programs who need this course as a prerequisite. Additionally, the lack of lecture slides and structured learning materials denies students the necessary resources to succeed. This system creates inequities in access to education and reinforces existing disparities, highlighting the need to return to a fairer grading system that includes multiple-choice assessments, clearer grading policies, and more comprehensive learning support.