Traditional grading methods have faced criticism for potentially exacerbating educational disparities, leading to the proposal of grading equity practices as a remedy (Feldman, 2019). We conducted an analysis with survey data from 506 Arkansas public school teachers, utilizing an Ordinary Least Squares (OSL) regression. Our findings illuminate key determinants of support for grading equity practices. Liberal and moderate-leaning teachers are more likely to favor grading equity, in contrast with their conservative counterparts. Additionally, elementary-level teachers, core and programmatic teachers, and educators with advanced degrees demonstrated heightened support for equitable grading. Personal responsibility levels and years of teaching experience do not significantly associate with support. This research contributes to the discourse on equitable grading, offering valuable insights and directions for future studies.