The SIGCSE-MEMBERS mailing list of the ACM Special Interest Group in Computer Science Education is the main forum for educators worldwide to discuss computing education research, pedagogy, and curriculum. In early 2022, it was abuzz with several connected movements: growth mindset, proficiency (aka mastery) learn- ing, grading for equity, and specifications grading. Each of these is an important step toward the Holy Grail: A’s for All (as time and interest allow); the “A” line doesn’t move, but every student should be given an opportunity to achieve proficiency and earn it, as long as they are willing to put in the time and effort it might take . The mantra is not “fixed time, variable learning”, but “fixed learning, variable time”. The goal of this position paper is to motivate fellow educators and administrators to work to achieve it in their courses and institutions.

From a practical standpoint, this means writing autograders for all course projects, adopting technology that affords dynamic, randomized problem generation (for practice and multiple-chance exams), and changing policies and messaging so that students know they will be fully supported, even if it takes them a little more time to learn the material and do the work. The most important takeaway is that this is not an all-or-nothing affair; there are many, many things instructors can do with their policies to make their grading and class experience fair and equitable so that all students can succeed.