Standards-based grading has been researched for years, but the research has not focused on the impact it had on intermediate elementary aged students and their mathematical achievement. This quantitative research study examined the impact standards-based grading had on intermediate elementary age students in math, as well as the impact it had on student motivation. The study explores what happens to school districts that use standards-based grading MAP scores in comparison to school districts that use traditional grading. Schools are also compared against themselves from before they switched to standards-based grading. A Likert scale was given to teachers in schools that use standards-based grading to see what impact it has on student motivation as well as the impact of professional development with implementing standards-based grading. Due to COVID-19 some of the data sets were smaller than hoped, but the study was still able to answer some of the research questions asked. The data showed that intermediate elementary students in schools that use standards-based grading score higher than students in schools that use traditional grading. The data was inconclusive on what happens to schools after they make the change, and that may be due to changes in MAP testing over the years. Professional learning was not able to be studied in terms of MAP scores, but it was examined to see the impact it had on teacher comfort using standards-based grading. Finally, teachers reported students were perceived to have more motivation when they receive specific feedback, the type of feedback that is necessary with standards-based grading. Future research should look at districts while they are making the change to standards-based grading so that data sets are consistent over time. Future research should also continue to examine the impact of professional learning on the implementation of standards-based grading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]