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ERIC Number: EJ1168171
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1083-6470
Getting High School Students Ready for College: A Quantitative Study of Standards-Based Grading Practices
Townsley, Matt; Varga, Matt
Journal of Research in Education, v28 n1 p92-112 2017-2018
Some high schools are moving towards standards-based grading in an attempt to produce consistent grading practices; however, the change's impact on college readiness is not clear. The purpose of this study was to explore the effect of high school's grading practices as it relates to ACT scores and grade point averages (GPAs). Existing data were collected from two comparable high schools using different grading practices in a Midwestern state as determined by state department of education-provided demographics: enrollment, socioeconomic status (as defined by percentage of students receiving free or reduced lunch), and ethnicity. Stepwise multiple linear regressions were used to determine if GPA and the method of high school grading practices, standards-based grading or traditional grading, used predict ACT scores. The findings revealed GPAs remain unchanged and ACT scores may be negatively impacted when high schools utilize standards-based grading practices. In addition, traditional grading practices were a small factor combined with GPA in predicting ACT scores.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment