Dissertations and Theses @ UNI
Availability
Open Access Dissertation
Abstract
This dissertation explored the widespread challenges within educational systems by investigating the transformative potential of Standards-Based Grading (SBG) for atrisk students in alternative education settings. In an epoch where traditional grading systems often perpetuate inequities and focus on punitive assessments that undermine student growth, this study will explore how SBG can redefine how students in alternative education settings perceive their academic success and understand their learning environments. By providing a fair and transparent system, SBG reassures students and educators alike, instilling confidence in the system. Through in-depth, semi-structured interviews with recent graduates from a Midwest alternative school, the research examined how SBG influences student motivation, self-efficacy, academic performance, and ability to set and achieve meaningful learning goals. This study examined grading practices, positioning SBG as a tool to improve educational outcomes for marginalized populations. By revealing the impact of SBG on student agency and achievement, this research contributed to the more significant movement for educational reform, providing crucial insights that could reshape policies and practices to create more inclusive, equitable, and student-centered learning experiences. The findings intended to prime future dialog for educators, policymakers, and advocates working to dismantle barriers and unlock the full potential of all students, especially those most vulnerable to being left behind in traditional academic environments. The central research questions guiding this inquiry were: How did at-risk students perceive the relationship between SBG and their personal perspectives on learning and academic success? In what ways did SBG influence at-risk students’ ability iii to identify and work toward their intended learning goals? This phenomenological qualitative study provided educators and policymakers with insights regarding the effectiveness of SBG in alternative education environments, ensuring more tailored support for at-risk students.
Year of Submission
2025
Degree Name
Doctor of Education
Department
Department of Educational Leadership and Postsecondary Education
First Advisor
Matthew Townsley, Chair
Date Original
2025
Object Description
1 PDF file (x, 133 pages)
Copyright
©2025 Matthew John Secl
Language
en
File Format
application/pdf
Recommended Citation
Secl, Matthew John, "The Educational Perspective of At-Risk Students: How Standards-Based Grading Affects Students in Alternative Education" (2025). Dissertations and Theses @ UNI. 2386.
https://scholarworks.uni.edu/etd/2386
