> Why have grades at all? Instead, have a directed graph of skills that you need to advance through

FTA: "Elements of so-called equitable grading, which is supposed to be more resistant to bias than traditional grading, have taken off in American schools. Roughly 40 percent of middle-school teachers work in schools where there are no late penalties for coursework, no zeroes for missing coursework, and unlimited redos of tests."

> It would remove the stigma of "being held back", as there are no levels in a strict sense, just cumulative progress

These students do worse. Absent a challenge, you get the pedagogical equivalent of button mashing. Evaluation is a necessary component of progress. It seems that if the evaluation is stripped of consequence, it ceases to evaluate.