The purpose of the study was to offer some quantitative, multivariate evidence concerning the impact of grading rubric use on academic outcome among American higher education students. Using a pre-post, quasi-experimental research design, cross-sectional data were derived from undergraduates enrolled in an elective during spring and fall 2009 at an American research university. The control group, who completed an assignment without a grading rubric, scored significantly lower, on average, than the treatment group who completed the same assignment with the use of the rubric. Regression results indicated that the grading rubric constituted a significant predictor of assignment outcome, but exerted a less powerful effect than baseline course knowledge and grade point average. Suggestions for future research are provided.