Why I Use Levels Instead of Grades in Our Homeschool

When people ask what “grade” my kids are in, I usually pause. Not because I don’t know—but because that word doesn’t mean what it used to in our home. We don’t really do grades. We use levels. And there’s a good reason for that.

For years, I tried to make grade levels work. I matched my curriculum to what my kids “should” be doing based on their age. I’d feel a little jolt of pride when they were ahead, and a little stab of worry when they weren’t. But over time, I realized something: those grade-level expectations weren’t designed with my kids in mind. They weren’t designed with twice-exceptional learners, neurodivergent brains, or nontraditional paths in mind at all.

So we stepped away. And we started using levels.

Grades Are Arbitrary Benchmarks

Grade levels are often treated as universal truths—“third grade math,” “fifth grade reading”—but in reality, they’re arbitrary benchmarks tied to age, not actual development. Kids don’t all learn the same thing at the same time in the same way. Some might pick up reading early but struggle with handwriting. Others might breeze through math but need extra time with emotional regulation or executive function. There’s nothing wrong with that, it’s just human.

Using levels allows us to focus on where a child is, not where they’re supposed to be based on a chart. It removes the pressure to perform and the shame of being “behind.” We aren’t behind. We’re just on our own path.

Levels Reflect Progress, Not Placement

The word “grade” feels like a fixed point. A box you fit into—or don’t. But “level”? That’s about growth. It reminds me of video games: you move to the next level once you’re ready. Not when the clock says it’s time. You can stay where you are as long as you need. You can go back if you need to review. You can move ahead when you’re ready.

That’s the kind of freedom and flexibility I want my kids to have in their learning.

Neurodivergent and Twice-Exceptional Kids Need Flexibility

As a neurodivergent mom raising three twice-exceptional kids, I’ve learned the hard way that traditional systems weren’t built for us. My kids are asynchronous learners—meaning their development doesn’t unfold evenly across subjects or skills. One might be thinking like a middle schooler in science but still struggling with the fine motor skills of a much younger child. Another might be incredibly verbal but need tons of support with executive functioning.

If I tried to assign them a single grade, it wouldn’t tell the whole story. It wouldn’t fit. But levels can. I can say, “We’re working at Level 2 in math and Level 1 in reading,” and both can be true—and celebrated.

Removing the Pressure and the Stigma

There’s a lot of baggage tied to grade levels. Being “behind” can feel like failure. Being “ahead” can come with unrealistic expectations and pressure to keep achieving. I want my kids to learn because they’re curious, not because they’re trying to meet an external standard or outpace someone else.

Levels help us strip that away. We’re not comparing ourselves to anyone else. We’re focused on the next step that’s right for us.

Levels Fit a Mastery-Based Model

We don’t move on just because we’ve run out of time. We move on when we’ve mastered the material. That’s one of the biggest advantages of homeschooling—we can take the time we need. And when I talk about “Level 1” or “Level 3,” I’m talking about a body of skills or concepts we’re working through together, not a spot on a rigid timeline.

Why Rabbit Hole Learning Uses Levels Too

This philosophy is at the heart of the curriculum I’m building: Rabbit Hole Learning. It’s a free, inclusive, secular homeschool resource designed to follow the learner, not the system. Instead of rigid grade-level expectations, Rabbit Hole Learning is structured in levels that allow children to explore at their own pace, with room for curiosity, mastery, and joy.

It’s especially built with neurodivergent, twice-exceptional, and marginalized families in mind, families who are often overlooked by traditional (and even many homeschool) programs. I wanted to create something different. Something that says: Your child is not broken. The system is.

And levels? Levels are part of that shift. They allow kids to be seen for where they are, not where a spreadsheet says they should be.

So, Why Levels Instead of Grades?

Because grades are about fitting in.

Levels are about growing.

And I want my kids to grow—on their own terms, in their own time, with their whole selves fully seen.

So the next time someone asks what grade my kids are in, I might just smile and say, “We use levels instead. It works better for us.”

And if they want to know more? I’m always happy to invite them down the rabbit hole.