As a credential evaluator, I was trained to be sensitive to social and political forces that may affect education. We know that all sorts of issues, from natural disasters to wars, can have ramifications on schools and schooling. I’m sure we can all come up with pertinent examples from our work, but I keep thinking about Lebanon. Throughout the Lebanese civil war, the Baccalauréat exams were often postponed or not given at all. It was an issue that had to be addressed in real time in Lebanon. Can you have a starting class of university students without national secondary exams? What metrics do you use to compare students without national exam scores? How do you compare students who were able to take the exam with those who were not? My husband is a graduate student, pursuing a PhD degree in rehabilitation sciences at the University of Utah. He and his classmates are struggling to find ways to finish their degree programs, or even just the term. Classes have moved online. Projects are on hold and dissertation defenses are shifting to a virtual setting. They were discussing their options recently and one of them mentioned the grading choices that were now available. For each registered course, students can opt to receive a normal letter grade or they can take the courses as credit/no-credit for this term. While I felt for their struggle, this was actually the first glimmer of hope for me... to read the rest of this article, by Martha vanDevender, Educational Credential Evaluators Inc., visit TAICEP April 2020 Newsletter.