The Association between standards-based grading and standardized test scores as an element of a high school reform model

Abstract

Background/Context: From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study: The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting: The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects: The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice: Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards- based grading to assess student proficiency of the content. Research Design: This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis: The data for the study included the students' final grades, standardized test scores, and basic demographic information. Findings/Results: Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students' attainment of subject knowledge.