In response to concerns about current grading policies and procedures, a study was undertaken to provide state leaders with descriptions of grading policies and procedures across high schools. A total of 144 districts (out of 292 in the state that was the focus of this study) responded. Documents provided by the districts varied according to district, but included materials from school board, district administration, school, and department levels. Analysis covered the following: (1) purposes of grades; (2) audiences for grades; (3) criteria for calculating grades; (4) grading-related practices; (5) directive nature of school board policies; (6) amount of building-level guidance on grading practices; and (7) staff development. There was considerable variation across the districts, although documents from several districts did not clearly indicate what criteria should be used in determining grades and how those criteria should be applied. Few districts appeared to give teachers adequate guidance to ensure consistent grading, and no district provided information about staff development to improve grading. It appears that most systems develop policies and procedures that attempt to achieve all purposes for all stakeholders, and consequently achieve none very well. Six tables present study findings, and one figure illustrates multiple grading criteria. A 12-item list of references and four appendices with supplemental information about policies are included. (SLD)