Abstract

This comparative case study explores the influences of traditional and modern grading systems on ninth-grade students' academic and psychological outcomes. Employing quantitative and qualitative methods, including OLS regressions and focus group discussions, our research investigates student attitudes towards grading practices at two contrasting schools—one utilizing traditional grading methods and the other a more modern, progressive, standards-based approach. Findings suggest that while modern grading practices are favored for their fairness and focus on mastery, they do not significantly enhance academic outcomes or student well-being in the short term. The study highlights the complex implications of grading reforms and underscores the need for broader, more inclusive educational evaluations.

Recommended Citation

Morris, Sarah Ruth and Townsley, Matt (2025) "Traditional vs. Modern-Grading Practices: A Comparative Case Study," Journal of Educational Leadership in Action: Vol. 9: Iss. 3, Article 5.
DOI: https://doi.org/10.62608/2164-1102.1169
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss3/5