Previous research clearly documents that teachers often award what S. M. Brookhart (1991) has referred to as a "hodgepodge grade of attitude, effort, and achievement." This paper reports on a survey of grading practices involving 310 middle and high school teachers of academic subjects in a single school system. Also surveyed were 7,367 middle and high school students from the same system. The results largely validate the findings of earlier studies. Substantial majorities of the teachers reported "hodgepodge" grading practices. More important, the students largely confirmed and supported the hodgepodge grading practices reported by their teachers. These results are contrasted with grading practices widely recommended in measurement texts followed by a discussion of how measurement specialists may be missing the mark in their efforts to communicate their views to teachers, school administrators, and the general public. (Contains 4 tables and 11 references.) (Author)