Faculty Publications

The Impact Of Standards-Based Learning: Tracking High School Students’ Transition To The University

Document Type

Article

Keywords

college transition, grading, standards-based grading, standards-based learning

Journal/Book/Conference Title

NASSP Bulletin

Volume

104

Issue

4

First Page

257

Last Page

269

Abstract

This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

12-1-2020

DOI of published version

10.1177/0192636520975862

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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