Traditionally, students in secondary and postsecondary education have grade point averages (GPA) calculated, and a cumulative GPA computed to summarize overall performance at their institutions. GPAs are used for acknowledgement and awards, as partial evidence for admission to other institutions (colleges and universities), and for awarding scholarships. Given the high stakes nature of the GPA as a tool to compare and rank overall student proficiency and potential, it is important that it be appropriately scaled. In this study, results from a re-scaled GPA reflect a true (proportional) interval scale and are compared to the traditional (ordinal) GPAs for various student groups thereby demonstrating that differential effects for critical populations are absent so that equality opportunity is maintained. Implications, including, lack of research on this topic are discussed. (Contains 2 figures and 1 table.)