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

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.

Grading practices; educational reform; mastery assessment; thematic analysis
Education level
Document Object Identifier (DOI)

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: 24-917). Retrieved from Annenberg Institute at Brown University:

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