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The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices

Sarah Ruth Morris,
Andy Parra-Martinez,
Jonathan Wai,
Robert Maranto

This mixed-methods study synthesizes Standards-Based Grading (SBG) literature, analyzes 249 Arkansas administrators' survey responses using OLS regressions, and identifies themes through in-vivo coding of qualitative feedback. Results show more SBG support among liberal, elementary-level administrators in larger, economically diverse districts. Qualitative insights highlight structural barriers and mindsets against SBG, emphasizing its importance for mastery-focused assessment and grading alignment. These findings underscore the influence of principals' beliefs on SBG support and suggest researching the contextual and ideological factors influencing SBG's implementation.

Keywords
Grading practices; educational reform; mastery assessment; thematic analysis
Education level
K-12 Education
Topics
Standards, Assessment, and Curriculum
Tags
Assessment
Download 02/2024
Document Object Identifier (DOI)
10.26300/0gqj-v976
EdWorkingPaper suggested citation:
Morris, Sarah Ruth, Andy Parra-Martinez, Jonathan Wai, and Robert Maranto. (). The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices. (EdWorkingPaper: -917). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/0gqj-v976

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