Revising the American Educational Scoring System

Increasingly, we are aware of the pathological anxiety which permeates our younger generations as they traverse their years of schooling in our school systems.   Competition for post secondary education as well as perceived threats to future employment opportunities starve our children as they concern themselves with their place in their future during a period of time when their focus would better be spend on completing a necessary educational process.   News stories of children who have committed suicide, succumed to depression, lost necessary sleep and broken down their emotional, social, professional, orderly and useful aptitudes mark our news these days.
I would suggest that the idea that we "grade" our children during their educational experience needs to be revamped as to provide a healthier and more constructive educational enviornment and lead to healthier more productive and wiser future citizens.
The idea that one receives an A, B, C, D and F rating in their schooling creates an atmosphere where by certain grades are "not good enough".  Pressures mount to earn the highest marks.  Futures are considered to be at stake.
When I went to medical school, we were given a pass fail system.  In a few highly remarkable situations, a student could acheive a rating of Honors.  The atmosphere was challenging but there was no segregation of students based on minor acheivement differences.
Secondary education and college education should be no different.
Our children deserve a system by which they can take pride in their accomplishments, ratify their success and proove to the world  that they are competant.  
Take away the A,B,C,D,F rating system and replace it with an "excellent, diligent, near poverty and poverty" system.  The rating of diligent should be an indicator that the student is capable and should replace B and C ratings.   Students who had received a D rating would be considered "near poverty". An F rating rather than denoting failure would be described as poverty.
Students would be rewarded for superior acheivement with an "excellent rating".  Students would feel their deficiencies with the idea of poverty rather than failure.