In this special issue introduction about alternative grading practices, we argue that stories from two-year colleges and other underrepresented institutions matter. As our title suggests, this special issue is an attempt to recognize the unrecognized and disrupt the dominant alternative assessment narrative. To meet the needs of all students, especially those whose journeys include two-year colleges, the field must find ways to elevate faculty voices from community colleges, technical colleges, and vocational colleges in conversations about pedagogical innovations, including grading.