Download full textERIC Number: ED672395
Record Type: Non-Journal
Publication Date: 2024-Feb
Pages: 48
Abstractor: As Provided
ISBN: N/A
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Available Date: 0000-00-00
The Notorious SBG: Administrators' Perceptions of Standards-Based Grading Practices. EdWorkingPaper No. 24-917
Sarah Ruth Morris; Andy Parra-Martinez; Jonathan Wai; Robert Maranto
Annenberg Institute for School Reform at Brown University
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.
Descriptors: Administrator Attitudes, Standards, Grading, Administrator Surveys, Feedback (Response), Barriers, Mastery Learning, Alignment (Education), Principals, Political Attitudes, Educational Change, State Policy, Administrator Characteristics, Rating Scales, Elementary Secondary Education, Academic Achievement
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: Arkansas
Grant or Contract Numbers: N/A
Author Affiliations: N/A
