Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

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

7-2020

Degree Name

Doctor of Education

Department

Department of Educational Psychology, Foundations, and Leadership Studies

First Advisor

Timothy Gilson, Co-Chair

Second Advisor

Matt Townsley, Co-Chair

Date Original

7-2020

Object Description

1 PDF file (vii, 117 pages)

Language

EN

File Format

application/pdf

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