Date of Award

6-2-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Education

First Advisor

Sumita Chakraborti-Ghosh

Abstract

Abstract This study examined the impact of standards-based grading (SBG) on the performance of ninth-grade students in English and Mathematics from 2021 to 2023. Using a comparative research design, archival performance data from School A (SBG) and School B (traditional grading) in a public school district in Tennessee were analyzed. Independent t-tests showed that Math scores were consistently higher under traditional grading (p < .001, d = 0.53-0.70) across all years. In English, SBG students outperformed their peers in 2021 (p = .001, d = 0.32), but by 2023, traditional grading yielded higher scores (p = .002, d = 0.46). These findings challenge the assumption that SBG improves academic achievement and highlight the role of contextual factors such as teacher adaptation, implementation fidelity, and subject-specific learning demands. The decline in English performance under SBG suggests difficulties in maintaining standards alignment and student acclimatization to a mastery-based system. In contrast, traditional grading's structured point system may better support procedural retention in Mathematics. This study emphasized the need for systemic evaluation of grading reforms, considering subject-specific requirements, student behaviors, and community attitudes. While SBG aligns with mastery-oriented instruction, its effectiveness depends on addressing practical concerns, such as teacher workload, grading consistency, and assessment transparency. These findings contribute to the discourse on equity in grading and encourage policymakers to adopt evidence-driven, context-based decisions. Future research should explore subgroup variations and longitudinal effects of grading interventions to enhance diverse instructional practices. Keywords: Standards-Based Grading, Traditional Grading, Academic Achievement, Mathematics Performance

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