Making the grade: Do teacher-created grading systems result in disparate outcomes for high school students?

Author

Laura L. Mayberry, University of North FloridaFollow

Year

2023

Season

Spring

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Dr. Daniel Dinsmore

Second Advisor

Dr. Diane Yendol-Hoppey

Third Advisor

Dr. Rudy Jamison

Fourth Advisor

Dr. Amanda Kulp

Department Chair

Dr. Amanda Blakewood Pascale

College Dean

Dr. Jennifer Kane

Abstract

The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students’ assigned teacher on their course grade after controlling for demographics and academic performance as measured by the standardized test associated with each subject. The findings showed that the teacher factor was significant for all four courses. Given the importance of grades to students’ academic trajectories, these findings should be of concern to all stakeholders, from students and parents to classroom teachers and school administrators.

Suggested Citation

Mayberry, Laura L., "Making the grade: Do teacher-created grading systems result in disparate outcomes for high school students?" (2023). UNF Graduate Theses and Dissertations. 1165.
https://digitalcommons.unf.edu/etd/1165