For comprehensive advice on “getting in,” read our complete admissions guide. You can also explore expert commentary and parent insights in our education expert interviews, parent interviews, and our school selection guide.
How do private schools view report cards and grades?
“Report cards are very important, but to me, grades are less important than teacher comments and learning skills. Research I conducted with OISE revealed that teacher comments often reveal key qualities such as work habits, resilience, and collaboration—traits that predict long-term success. At UTS, students who show these skills tend to excel academically and socially.”
—Garth Chalmers, Vice-principal, University of Toronto Schools, Toronto, Ontario
“We’re more concerned about potential than test scores or transcripts. If students have the ability, we can help them reach it. Low grades may have underlying causes, and high grades can sometimes come with emotional costs. Don’t fixate on marks—if there’s untapped potential, we’re interested.”
—Clayton Johnston, Director of Admissions, Brentwood College School, Mill Bay, British Columbia
“While we review a range of grades to ensure students can handle the program, learning skills are equally important. Strong learning skills support academic success and resilience. If grades are consistently low, that can signal gaps in foundational skills or knowledge. Families should look closely at progress reports and teacher comments to identify strengths and learning needs.”
—Kathy LaBranche, Director of Admissions, Trinity College School, Port Hope, Ontario
“As with standardized tests, grades carry different weight depending on the school. Generally, the more competitive the school, the more grades matter. For early years—pre-K through Grade 3—academic marks are less important than classroom readiness. But as students progress, grades and extracurricular balance become more significant, especially for high school admissions.”
—Bryan Ide, Educational Director, KEY Education
“We don’t just look for straight-A students. We also value applicants who demonstrate curiosity, involvement, and leadership—students who participate in sports, community service, or student life. At Appleby, being a well-rounded individual is just as important as academic excellence.”
—Luke Seamone, Executive Director of Admissions, Appleby College, Oakville, Ontario
“Report cards provide valuable insight into a student’s learning style and emotional development. We review marks, learning skills, teacher feedback, and attendance patterns to form a complete picture. At Branksome Hall, we require the previous two years’ June report cards and any current interim reports to assess a student’s growth and consistency.”
—Kimberly Carter, Director of Enrolment Management, Branksome Hall, Toronto, Ontario
“Strong grades are important, but we also look at trends—are they improving? Life happens, and we recognize that. We value steady progress and resilience just as much as top marks.”
—Alexis Lang Lunn, Assistant Director of Admissions, St. Michaels University School, Victoria, British Columbia
“As an IB school, we expect applicants to be among the top 20% of their class. However, we encourage families to strengthen any academic areas of concern before applying. Grades matter, but they’re only one part of a holistic admissions process.”
—Kevin White, Director of Student Recruitment, Glenlyon Norfolk School, Victoria, British Columbia
“Academic achievement is essential, but we also consider social and emotional development and co-curricular engagement. Both quantitative and qualitative data matter—we look at the whole student, not just their marks.”
—Chantel Kenney, Executive Director of Admissions, Upper Canada College, Toronto, Ontario
“Grades are one factor among many. We recognize that marks can be subjective, varying by school or even by teacher. What matters most is the overall context—how the student learns, grows, and contributes to their community.”
—Chris Strickey, Director of Admissions, King’s-Edgehill School, Windsor, Nova Scotia
“We’re not looking for perfection, but for progress. Does the student work hard, show initiative, and collaborate well? Are they engaged and curious? Those are the qualities we focus on when reviewing report cards.”
—Maggie Houston-White, Executive Director of Enrolment Management, Havergal College, Toronto, Ontario
