Recipient of the 2020 Outstanding Doctoral Dissertation Award - Second Place.
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Open Access Dissertation
Students--Rating of--United States; Grading and marking (Students)--United States; Educational equalization--United States;
The purpose of this research was to gain an understanding if traditional high school grading practices provide equitable outcomes for students particularly when homework and employability points based on participation, behavior, and attendance are included in the grading structures. With a strong movement of schools starting to use standards-based grading practices one of the purposes of this study is to learn how traditional grading practices potentially contribute to our equity concerns in society. Furthermore, this study illustrates how standardized grading practices, focusing strictly on student achievement may or may not provide more equitable grading outcomes for students of differing race, disability status, and socio-economic status (SES) when compared to the traditional grading system.
Year of Submission
Year of Award
Doctor of Education
Department of Educational Psychology, Foundations, and Leadership Studies
Timothy Gilson, Co-Chair
Matt Townsley, Co-Chair
1 PDF file (vii, 117 pages)
©2020 Robert Thomas Griffin
Griffin, Robert Thomas, "Grading and equity: Inflation/deflation based on race, gender, socio-economic and disability statuses when homework and employability scores are included" (2020). Dissertations and Theses @ UNI. 1045.