Based in the tenants of standards-based grading or specifications grading systems, earning digital badges allows students to engage with content until they demonstrate the required knowledge through assessments to earn the badge. Using digital badges to show completion of criteria has gathered attention, but a study involving their use in a secondary chemistry classroom for non-laboratory content has yet to be conducted. Reduction and oxidation (redox) chemistry has proven to be difficult for secondary students, and as such was chosen for this research study. One section of Honors Chemistry students was selected to use a digital badge system during a redox unit at the end of the academic year while two other sections of Honors Chemistry students were taught traditionally and without awarding digital badges. The same assessments, experiments, notes, and time on the unit were used with both groups of students. Formative assessment data was collected from the section which used digital badges, and summative assessment data was collected from both groups. Despite having performed equally in previous units of study, the section which used the digital badges scored significantly better on the summative assessment for the redox unit than the traditionally taught section. The students' engagement with the digital badges and achievement is discussed along with implications of digital badge use for teaching. Digital badges were shown to be a surrogate means for a teacher to use standards-based grading tenants in a traditional grading structure.