Running head: STANDARDS-BASED REPORT CARDS BENEFITS AND CHALLENGES

STANDARDS-BASED REPORT CARDS BENEFITS AND CHALLENGES

A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Secondary Education and Administrative Leadership

In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education

Gregory Mandalas
California University of Pennsylvania
August 2020

Running head: STANDARDS-BASED REPORT CARDS BENEFITS AND CHALLENGES

California University of Pennsylvania
School of Graduate Studies and Research
Department of Secondary Education and Administrative Leadership

We hereby approve the capstone of
Gregory Mandalas
Candidate for the Degree of Doctor of Education

Dr. Peter Aiken
Adjunct Faculty
Doctoral Capstone Faculty Chair

Principal, South Butler County School District
Doctoral Capstone External Committee Member

r

STANDARDS-BASED REPORT CARDS

ii

Table of Contents
List of Figures
Abstract
CHAPTER I. Introduction

v
vii
1

Reflection

1

Initial Actions

1

Financial Implications

3

Research Questions

4

CHAPTER II. Literature Review

5

Introduction

5

Grading Reporting Reform Efforts

5

Research on Standards-Based Instruction

7

Standards-Based Reporting

8

Effects on Parents

8

Standards-Based Report Card Implementation Obstacles

10

Administrative/Board Decision Making

12

Teacher Buy-In

14

Professional Development

15

Parent Buy-In

16

Logistics

18

Student Benefits from Standards-Based Report Cards

20

Effects on Learning

22

Correlation to Overall Achievement

23

STANDARDS-BASED REPORT CARDS

iii

Correlation to Standardized Testing Achievement

24

Relationship to Mastery Learning

26

Effects on Culture

27

Building and Community Culture

29

Conclusion

30

CHAPTER III. Methodology

35

Purpose

35

Setting and Participants

38

Individual Building Data

39

Additional District-Wide Data

40

Study Participants

41

Research Plan

43

Literature Based

44

Fiscal Implications

45

Methods of Data Collection

46

Validity

52

Credibility

52

Transferability

52

Dependability

53

Confirmability

53

Conclusion

54

COVID-19 Update

56

STANDARDS-BASED REPORT CARDS

CHAPTER IV. Data Analysis and Results

iv

57

Introduction

57

Research Question 1

58

Research Question 2

61

Research Question 3

65

Discussion

68

Summary

71

CHAPTER V. Conclusions & Reflective Planning/Applications

73

Introduction

73

Conclusions

73

Applications for South Butler Primary School

75

Fiscal Implications

79

Recommendations

84

Future Research

86

Summary

87

References

89

STANDARDS-BASED REPORT CARDS

v

List of Figures
Figure 1. What Was the Most Successful Part of Your Implementation?

58

Figure 2. How Districts Educate Their Families Regarding Standards-Based Report Cards

60

Figure 3. PSSA Reading Scores Improved Under a Standards-Based Report Card

62

Figure 4. PSSA Math Scores Improved Under a Standards-Based Report Card

63

Figure 5. Standards-Based Report Card Ability to Inform

68

Figure 6. Technical Costs

80

Figure 7. Substitute Teacher Costs

81

Figure 8. Manhour Costs for Principal

82

Figure 9. Technical Costs and Substitute Costs

83

Figure 10. Total Cost vs. District Budget

84

STANDARDS-BASED REPORT CARDS

vi

Abstract
This study was designed with the goal of informing a decision for the South Butler Primary
School to adopt standards-based report cards or to continue with traditional report cards. School
districts in Western Pennsylvania that had already adopted standards-based report cards were
studied. A questionnaire was created that was designed to answer three research questions
regarding standards-based report cards. The first research question was designed to learn more
about the challenges of implementing standards-based report cards. Research indicated that
there are several challenges, but solutions to these challenges are readily available. The second
research question was designed to learn more about academic benefits students receive when a
standards-based report card is in place. While a correlation between high standardized test
scores and standards-based report cards could not be shown, there was evidence that students and
teachers are more focused on standards when a standards-based report card is in place. The final
research question was designed to learn more about whether a standards-based report card better
informs an end user when compared to a traditional report card. It was clearly shown through
this research that a standards-based report card does better inform an end user when compared to
a traditional report card, however the end user must be well educated on the topic.

Running head: STANDARDS-BASED REPORT CARDS BENEFITS AND CHALLENGES

1

CHAPTER I
Introduction
Identifying Information
Doctoral Student Name: Gregory Mandalas
Project Title: Standards-Based Report Cards Benefits and Challenges
Faculty Capstone Committee Chair: Dr. Peter Aiken
External Capstone Committee Member: Dr. Frank Moxie
Capstone Project Dates: June 2019 to August 2020
Reflection
There is a focus across the country and in Pennsylvania on the alignment of local
curricula to state standards within public schools. While most schools have worked to align
curricula to standards, many have not updated their grading system to be reflective of the change.
I am a principal at the South Butler Primary School within the South Butler County School
District. Currently, our school uses a traditional letter grade report card. The current report card
at the South Butler Primary School does not fully inform users as to a student’s progress
regarding specific standards. This project will research the benefits and challenges of standardsbased report cards.
Initial Actions
This research will be conducted using a quantitative approach. Before beginning the data
collection process, literature on the subject of standards-based report cards will be reviewed.
Next, interviews and surveys will be conducted with school leaders who have been through the
standards-based report card adoption process. Survey results will be quantified to determine the

STANDARDS-BASED REPORT CARDS

2

benefits and challenges of adopting a standards-based report card. Data will be collected
regarding student performance under both traditional and standards-based report cards. The data
will be quantified to determine if there is a correlation between student performance and
standards-based report cards.
Desired Outcomes
Surveys will be given to district leaders who have adopted standards-based report cards.
The data collection instrument will focus on the benefits and challenges experienced during and
following the adoption process. Results will be quantified and later analyzed. Survey questions
will also be designed to determine whether student achievement increased following the adoption
of standards-based report cards. The survey used for this project will be created by the
researcher unless a suitable existing instrument can be found.
Data from the survey will be categorized based on the specified research questions. After
quantifying the results, charts and graphs will be created to express the results. Benefits and
challenges that are faced by districts that adopt standards-based report cards will be listed.
Possible solutions to challenges will be presented. Academic benefits will be quantified and
recommendations will be made for districts considering the adoption of standards-based report
cards. Finally, a recommendation will be given with regard to the specific adoption of a
standards-based report card for the South Butler Primary School.
Below is a projected timeline:
Planning Stage- June 2019 to August 2019-During this stage, the problem statement will be
refined and data collection methods will be identified.
Acting Stage- September 2019-December 2019-During this stage, literature will be reviewed and
the survey tool will be developed.

STANDARDS-BASED REPORT CARDS

3

Developing Stage- January 2020-May 2020-During this stage, the data will be gathered and
organized.
Reflecting Stage- June 2020-August 2020-During this stage, recommendations and implications
will be identified. The capstone project will be formally presented at California University of
Pennsylvania.
Financial Implications
If a switch to a standards-based report card occurs, there will be financial implications for
the South Butler County School District. First, in order to successfully implement the transition
process, a team of teachers will need to visit other school districts that have already implemented
standards-based report cards. When these teams are visiting other districts, substitute teachers
will need to be employed. Depending on how large the team is, the costs for substitutes could
range anywhere from $500 to $1,000 per day.
Additional technology costs will incur as the districts switches from a traditional report
card to a standards-based report card. The current Student Information System (SIS) used by the
South Butler County School District is known as Skyward. The company that produces the
current SIS will require fees to cover the costs of transitioning to a new format. It is estimated
that these costs will be from $1,000 to $3,000.
There are additional costs in wages for the research and processing work to make the
transition from a traditional report card to a standards-based system. These costs include the
hourly rate for hourly employees to work on the transition project as well as the daily costs for
salaried employees. This number is hard to estimate but it could be anywhere from $5,000 to
$15,000.

STANDARDS-BASED REPORT CARDS

4

Research Questions
This research project will attempt to answer three questions.
1. What challenges are faced by schools that implement standards-based report cards?
2. Do students experience academic benefits when standards-based report cards are
adopted?
3. Does a standards-based report card better inform users perceptions as to a student’s
progress with regard to specific standards when compared to a traditional report card?

STANDARDS-BASED REPORT CARDS

5

CHAPTER II
Literature Review
Introduction
This review of scholarly literature on the subject of standards-based report cards is
designed to provide an overview of the important work that has been done thus far. The effects
of standards-based report cards on teaching will be focused on and an overview of historical
grade reporting reform efforts will be provided. The standards-based report card implementation
process will be reviewed along with challenges districts face. Finally, student benefits from
standards-based report cards will be examined along with literature on school and community
culture.
Grade Reporting Reform Efforts
The use of letter grades is commonplace within the educational system in the United
States. However, the practice of assigning a letter grade to represent student achievement is not
how students were originally assessed. Teachers in early public educational systems in the
United States reported progress through narratives and skill statements (Hargis, 2003). Prior to
the mid-nineteenth century, competency of skill statements were used to determine a student’s
ability to be successful as an apprentice or for acceptance into a system of higher education.
Under this system, there were no letter grades as there are now.
After the mid-1850s, the United States saw an increase in schools that were supported
through public taxes. As the number of tax-supported schools increased, the number of students
increased as well. During this same time period, the United States began to focus more on
industry. Within many industries, a letter system was used to signify quality of materials or
workmanship. A piece of work that was labeled as “A” would be considered superior to work

STANDARDS-BASED REPORT CARDS

6

that was labeled as “B.” This letter system was adopted by teachers in taxpayer funded schools
in response to an overwhelming increase in student population as letter grading was more
efficient than writing narratives (Stiggins, 2005).
As the use of letter grades became common place, parents began to expect them.
Students were labeled as “A” students or “B” students. Children who grew up under the letter
system expected letter grades for their own children once they became parents. The system is so
commonplace in the United States that many parents are taken aback when districts move to
other systems (Guskey & Bailey, 2010). Perhaps because of comfort and tradition, most schools
have not explored alternatives to traditional grading systems even though many scholars agree
that there is a lack of clarity for parents when letter grades are used as each letter grade comes
with little meaning (Bowers, 2011).
There is a movement in the United States to move away from traditional letter grades and
to embrace an approach that measures student progress in specific areas. States across the
country have adopted a standards-based approach to teaching and learning (Guskey, 2004).
Under a standards-based system, teachers focus on objectives that are based upon standards that
are created at either the state or local level. It stands to reason that when students are being
measured by their ability to achieve a certain standard, their progress could be reported based on
the same standard rather than a letter grade. This approach has commonly been called standardsbased reporting.
While the standards-based movement continues to be debated across the country, there
are pros and cons to the system. In order to completely understand a standards-based approach
versus a letter grading approach, it is important to understand the history behind each system.
Traditional letter grading has become the expected practice. In order for expectations to change,

STANDARDS-BASED REPORT CARDS

7

districts must demonstrate that a standards-based approach is better for students and parents. As
district leaders explore options to better inform parents as to a student’s progress, it may be
valuable to districts to explain the history behind each system before implementing change.
Research on Standards-Based Instruction
The research on standards-based instruction is deep. Most states have standards in place
that teachers are required to teach to. While standards seem to be almost universally accepted,
standards-based reporting systems still faces challenges. Even though it seems obvious that
schools that base their instruction on standards would adopt a standards-based reporting system,
research indicates that many administrators feel that they lack the time or knowledge to
implement such a system (Guskey & Bailey, 2010). In order to better understand standardsbased reporting, it is important to first understand why it is important to teach to standards.
When teachers adopt a standards-based approach, they are insuring that students are able
to understand and to apply what has been deemed as important or relevant to their success. In
Pennsylvania, a committee of teachers and other stakeholders agreed upon a set of standards that
were to be common to every school in the state. In 2013, students were assessed on these
standards which became know as PA Core Standards. Pennsylvania adopted a standards-aligned
system (SAS) that teachers are using today. By creating standards that every student is held to,
the state of Pennsylvania is working toward a common goal of student proficiency.
Most research indicates that a standards-based approach increases student achievement
(Aidman, 2001; Guskey, 20014; Marzano, 1996). The most recent movement toward a
standards-based approach can be traced back to the federal government oversight during the
Regan administration of the early 1980s. In 1983, the United States National Commission on
Excellence in Education submitted a publication called A Nation at Risk. This report focused on

STANDARDS-BASED REPORT CARDS

8

raising standards for all students. A movement to hold teachers more accountable began and a
focus on standardized testing was launched.
From the early 1980s until today, the pendulum for and against standardized testing has
continually swung. Depending on politics, people are passionately for or against standardized
testing. While this debate continues, most educators still agree that standards are important
(Salend, 2005). By focusing on standards, educators have a better chance of increasing student
achievement and success as the focus of each lesson is grounded in what students need to know
or to be able to do.
Standards-Based Reporting
While standard-based instruction has become commonplace in the United States, most
districts still rely on a traditional letter grade system to report on student progress. As mentioned
above, many administrators feel they have a lack of time or knowledge to fully implement a
standards-based report card. Yet, the research on the benefits and challenges of such an
implementation is vast.
Effects on Parents
There is no doubt that open communication is important to parent and teacher
relationships. Guskey (2001) wrote that while communication remains an issue for school
districts, the implementation of a standards-based grading system can be helpful. When parents
are given more detail regarding strengths and weaknesses of students in specific areas, they feel
better equipped to help their children (Winger, 2005). The idea that parents want to know as
much about their students’ academic progress is not surprising. It stands to reason that parents
who care about their kids would want to know how to best help them.

STANDARDS-BASED REPORT CARDS

9

In other research, Colby (1999) found that standards-based instruction and grade
reporting can lead to better parent communication. Parents reported that they feel a stronger
connection to the school when standards-based reporting is utilized (Colby, 1999). This is
especially true when academic and nonacademic factors are both listed (Marzano & Heflebower,
2011). By listing both academic and nonacademic factors, parents are likely to relate more
easily to the information presented. Many elementary schools have done this for years as a way
of reporting on a students’ social and emotional progress in addition to their academic progress.
The research seems to clearly indicate that standards-based reporting is beneficial to
parent communication. However, even with this research firmly established, many districts still
use traditional letter grade report cards. It is important to understand why districts choose not to
change to standards-based report cards even when the research is so overwhelmingly supportive.
From a parent perspective, challenges should be analyzed.
When examining the challenges that relate to parents and their perspective of standardsbased reporting, a non-educational mindset must be adopted. Parents are not fully aware of
educational terminology as they do not use it daily. While Guskey (2001) believes that parents
will only understand the value of a standards-based approach when that understand how
standards are used to improve student achievement, most parents will need to be educated
themselves before the implementation process begins. The burden falls on district leadership to
fully inform parents as to what a standards-based system looks like and how it can help parents
and students.
When educating parents as to the benefits of a standards-based reporting system, it may
be valuable for educators to discuss the history behind grading systems. As mentioned earlier,
early schools reported student progress through narratives. Later, the system was changed to

STANDARDS-BASED REPORT CARDS

10

what is recognized as traditional letter grading. By educating parents about the history of each
system, it is possible that they will be more receptive to the change. Marzona and Heflebower
(2011) wrote that parents have little insight into a student’s academic progress under the
traditional letter grading system. Research such as this will be important to the conversation
educators have with parents as they work to explain the reasons behind changing from traditional
letter grading to a standards-based system.
Parents may be concerned that a standards-based system will lead to misinterpretations of
how well a student is doing academically (Cizek, 2000). Teachers may have similar sentiments
when making the change to a standards-based system. It is important to remember that with any
change, there is a process to be followed. Skilled leaders need to account for these concerns as
they work to establish the change.
Finally, parents may be resistant to a change to a standards-based system out of
convenience. Parents know and understand letter grading. They enjoy being able to identify
their students as being successful by associating a letter grade with their progress. By moving
away from a letter grading system, parents may feel alienated. Undoubtedly parents will ask
what letter grade is associated with any narrative that is provided. Again, the burden will fall on
district leaders to fully educate parents so that they are comfortable with a standards-based
system.
Standards-Based Report Card Implementation Obstacles
Perhaps the single biggest challenge to adopting a standards-based report card is the
enormous task of implementing the system. First, stakeholders must agree that a standards-based
approach is appropriate. Guskey (2011) points out five main obstacles to grading reform. Each

STANDARDS-BASED REPORT CARDS

11

should be examined before undertaking the task of a switch from traditional grading to a
standards-based system.
The first obstacle is overcoming tradition. There is a belief that grades should be used to
differentiate successful students from those who are not. Parents want to be able to rank their
students based on a grade as well. When switching to a standards-based system, students are not
ranked in an easy to view way. Rather students are informed as to their progress with specific
standards. This tradition is very difficult to move from as it requires a complete paradigm shift
for stakeholders.
The second obstacle pointed out by Guskey (2011) is the fact that people believe that
grade distribution should resemble a bell-curve. Stakeholders feel that some students are very
smart, some are smart, and some are not smart at all. With this type of thinking, a bell-curve
would be a natural result. However, schools are to be intervening when students are struggling.
By providing meaningful interventions, the goal is for all students to achieve. Rather than a bellcurve, schools are designed to produce students who can each be successful (Hanushek, 2004).
The third obstacle pointed out by Guskey (2011) is that parents are used to a norm-based
system of grade reporting. For example, a student who earns a “C” is considered an average
student. A student who earns an “F” is considered a below average student. This creates a spirit
of competition that can sometime be damaging (Krumboltz & Yeh, 1996). Some parents enjoy
this type of competition and encourage it amongst their students. While healthy competition can
be beneficial, students in a standards-based system are viewed as being on the same team with
the same goal. Every student is expected to achieve.
Another obstacle to the implementation process is the belief that poor grades prompt
students to try harder. Many studies show that students avoid poor grades to protect their self-

STANDARDS-BASED REPORT CARDS

12

image (Selby & Murphy, 1992). In order to avoid students feeling shame, many schools have
decided to not give failing grades at the primary level. While the idea of promoting a positive
self-image is worthwhile, schools are not giving an accurate measure of achievement when they
refuse to give failing grades. While giving failing grades may indeed encourage students to try
harder, it does come with some damage to personal image, especially at the primary level.
Finally, stakeholders may believe that students should receive one grade for each subject.
Under a traditional grading system, grades for different portions of each course may be weighted.
This allows more emphasis to be given to what is deemed as being more important. Under a
standards-based system, each standard holds the same value. This eliminates the idiosyncrasies
that a traditional weighting system may have (McMillian, 2001).
While the obstacles to a switch to standards-based systems may be vast, there are steps
that administrators can take to ensure success. By understanding what the obstacles are, leaders
have a better chance of designing a plan to implement a program with fidelity. Administrators
should be aware of the challenges of implementation and should work hard to work proactively
to avoid possible negative issues.
Administrative/Board Decision Making
When administrators and school boards are deciding whether they should switch to a
standards-based reporting system, research into the topic should be reviewed. Both groups
should independently study the body of literature that exists before meeting to discuss the merits
and challenges of standards-based report cards. As with other decisions that impact students,
there are several factors that should be decided upon before moving into the adoption phase of
standards-based reporting.

STANDARDS-BASED REPORT CARDS

13

First, administrators and school boards must agree upon what a standards-based reporting
system is. They must understand that teachers will have to have explicit criteria upon which to
base their grades (Guskey, 2006). A plan should be derived that allows teachers and
administrators to collaborate to establish common grading procedures and rubrics. Time for
professional development must be in place before a decision can be made. Teachers will need to
practice grading work using the established rubrics to ensure that practices are universal across
grade levels and buildings.
Most states already have standards in place that teachers are familiar with. The list of
standards for each state may likely be very long. Research indicates that parents and teachers
feel overwhelmed with information when they are given more than six standards for a given
subject area (Guskey & Bailey, 2001). Administrators, board members, and teachers will all
need to collaborate to decide upon the standards that will be reported. Again, there must be time
for this type of collaboration built into the adoption plan.
A conceptual framework should be provided that allows leaders and stakeholders to
define the process of adoption. There is a large amount of research on different frameworks, but
one of the most popular is the Transformation of Intentions framework (Hall & McGinty, 1997).
Under this framework, leaders have a detailed plan for transforming an idea into policy.
Whether leaders use this framework or some other, the goal is to work backwards with the goal
in mind. Leaders should plan on having successfully implemented a standards-based reporting
system by a given date and then work in reverse to plan the necessary steps that should be taken
to achieve their goal.

STANDARDS-BASED REPORT CARDS

14

Teacher Buy-In
Before implementing a change to a standards-based reporting system, teachers need to be
educated as to what a standards-based reporting system is and how it can benefit them and their
students. Teachers will be the primary force in the success or failure of a transition to standardsbased reporting, so it is essential that they fully support the process. Skilled administrators
understand the power of buy-in as it relates to teachers and change. Research indicates that there
are certain steps administrators can take to create buy-in and to increase the chances for a
successful transition.
First, administrators must understand the possible opposition that teachers will have to a
standards-based system. While research indicates that a traditional letter grade system is not as
clear when compared to a standards-based system (Cox, 2011), some teachers will still be
opposed to making a change. As mentioned earlier, traditional letter grading is the system that
most educators were exposed to as children. This is also the system that most educators were
trained in through teacher preparation programs. In order to change from a traditional letter
grading system to a standards-based system, there must be clear evidence that a standards-based
system is better. Without evidence, administrators are unlikely to have their teachers fully
support change.
In some schools, teachers may be using letter grades as a form of punishment or reward.
While this certainly was never the intention behind the grading process, it is important for
administrators to understand that without direct instruction, teachers may have taken it upon
themselves to define what a particular letter grade means. For example, teachers may be using
behavior as a factor when assigning a letter grade. While the body of research indicates that this

STANDARDS-BASED REPORT CARDS

15

is a poor practice (Marzano, 2010), certain teachers will be opposed to relinquishing this power
in favor of a standards-based system.
It is important that teachers and administrators agree on the purpose of grading. When
studying the historical nature of assigning grades, civilizations have used results to determine job
competency, scholarship, and hierarchy placement. Teachers need to agree that the purpose of
reporting achievement results is to inform stakeholders so that decisions can be made that benefit
students. Letter grades simply report overall achievement rather than detailed results (Brookhart,
2011).
In order for teachers to buy-in to the standards-based reporting approach, they must be
willing to forgo secondary purposes for grading. For example, grades should not be the sole
determining factor in a student’s qualification for learning support. Some teachers feel that a
student must have “Fs” on their report card if they are to qualify for additional supplemental
supports. Administrators should make it clear that when a switch to a standards-based system
happens, there will still be a mechanism for learning support qualifications.
Professional Development
Professional development will be key to the success of any standards-based reporting
implementation system. Teachers should be given the opportunity to explore other districts who
have adopted a standards-based approach. Administrators and teachers should work together to
develop a framework for the implementation process along with professional development.
Teachers should have time to practice grading using a standards-based approach and all
stakeholders should agree upon common assessments.
A standards-based approach works well when working in concert with other systems that
schools may already have in place. For example, many schools are working to establish a system

STANDARDS-BASED REPORT CARDS

16

of multi-tiered supports. In many schools, this system is known as MTSS (Multi-Tiered System
of Supports). The MTSS process works well with a standards-based system because schools
know exactly where students are struggling and which standards they have mastered.
Interventions can then be targeted to meet the needs of each individual student.
For schools that already have other systems in place such as MTSS, it is important for
professional development to train teachers regarding how the two processes align. Teachers
quickly lose interest in a new initiative when they believe it is counterproductive to what is
already working within a building. Principals and other leaders should be sure that the
professional development that is provided aligns well with core beliefs that are already
established at the building and district level. Without this alignment, any initiative for a
standards-based reporting system will be in jeopardy of failing.
Parent Buy-In
It is important that all stakeholders buy-in to the process of implementing a standardsbased reporting system. Perhaps no other stakeholder group is more important to the success or
failure of the implementation process than parents. Parents need to be informed that standardsbased instruction provides a more consistent curriculum when compared to non-standards-based
instruction (Marzano, 2007). By using research to reinforce the reasoning behind the switch to a
standards-based reporting format, administrators and teachers will have a better chance at
creating buy-in with parents.
As mentioned earlier, the letter grading system that is currently in place in most schools
has become a tradition. When schools switch to a standards-based system, it is likely that
parents will want to associate a letter grade with a given skill. For example, if a standards-based
report card qualifies each standard as being secure, development or needs improvement, it is

STANDARDS-BASED REPORT CARDS

17

likely that parents will try to assign a letter grade to each qualifier. They will likely associate the
term secure with an “A” and needs improvement with an “F.” Administrators should have a plan
in place to address this thought process and to encourage parents to think deeper about standards
rather than letter grades.
Class rank will likely be an issue that concerns parents of high school students when
implementing a change to a standards-based system. Guskey and Jung (2012) proposed that a
solution to this would be to eliminate class rank entirely. Many parents would be opposed to this
idea. Other solutions include assigning a rank based on secure standards. A possible dilemma
with this solution is that many students would hold the same rank, as top students would be
secure with all standards. Administrators must think about solutions and offer approaches that
would alleviate worry amongst parents. Many will be worried about how a standards-based
approach effects college placement as well. Again, it is important to think through options
before implementing a standards-based approach.
Finally, parents may be concerned that a standards-based approach is simply an excuse to
not give students failing grades. As mentioned earlier, in some schools teachers are told that
they are not allowed to give an “F” to a student who is at a certain grade level. This happens
most often at the primary level. It must be explained to parents that a student who is not secure
in a standard is failing to meet that particular standard. Clear expectations must be made
regarding retention. Guidelines must be given so that parents and teachers both understand what
constitutes a student failing a grade under a standards-based reporting system. By making
expectations clear, administrators have a better chance of a successful implementation.
Standards-based grading has been shown to provide meaningful feedback to parents
(Brookhart, 2011). Administrators should focus on this fact as they explain their reasoning

STANDARDS-BASED REPORT CARDS

18

behind making the switch to a standards-based approach. By working to help parents understand
the benefits of the design, schools are more likely to find success. Administrators should be
proactive in their approach to questions. They should understand that parents will be concerned
mainly due to a lack of information.
Logistics
Research indicates that districts who work in advance to establish a procedure for an
adoption of a standards-based reporting system stand a better chance of success (Guskey &
Bailey, 2001). Some excellent research exists regarding the logistical process that many states
have used. One such example is the standards-based report initiative that Kentucky underwent.
In 2010, the state of Kentucky embarked on an initiative to help school implement standardbased reporting systems. In order to make the work more efficient, leaders divided the task into
several areas.
First, procedures were developed that schools would follow. Educators started by
reducing the long list of state standards to only six standards per core subject. As mentioned
earlier, research indicates that standards-based report cards should limit the number of standards
addressed as to not overwhelm parents (Guskey & Bailey, 2001). In Kentucky, the final six
reporting standards that educators choose were very similar to the state domains that the state
had grouped by core subjects. Leading national organizations were used to develop standards in
other areas such as the National Association for Music Education.
In addition to including a marking for the six core standards, a process goal marking was
included as well. These process goals included an area for preparation, participation, homework,
cooperation, and respect. While being somewhat subjective and difficult to quantify, the process
goal marks likely allowed teachers to give a more complete representation of student

STANDARDS-BASED REPORT CARDS

19

performance. In Kentucky, these process goals were reported with + and – symbols along with a
key that identified marks as consistently, moderately, rarely, or not assessed. Standard marks
included a number system to represent exemplary, proficient, progressing, struggling, or not
assessed.
The elementary report cards in Kentucky included a rubric that allowed educators to
quantify their marks. For examples, a mark for homework that was labeled as Consistently
included a rubric that read that all homework assignments that were completed during the
marking period were completed with a high level of accuracy. By using quantifiable
terminology, standards-based report cards will likely be more consistent across a district.
Secondary report cards presented a greater challenge. Teachers that were involved with
the creation of the standards-based report card were reluctant to abandon letter grades completely
(Guskey & Bailey, 2010). This resulted with the inclusion of a letter grade for academic
achievement that was used to calculate grade point averages. While this can be seen as a failure
to fully implement a standards-based report card in its truest form, it is likely that the
compromise was made in order to create the buy-in that was mentioned earlier.
Finally, Kentucky piloted the new standards-based report cards with just over 2000
students. Parents and teachers were then surveyed to gain feedback into the overall process.
Some parents wrote that they were dissatisfied with the lack of percentage grades (Guskey &
Bailey, 2010). The team took the feedback and incorporated it into future incarnations of the
standards-based report card if the comment was useful to the goal of student achievement.
While Kentucky’s system certainly had flaws, it is important to note that it was well
thought-out in advance. The key takeaway from this research seems to be that a plan must be in
place to account for the logistical obstacles that districts will face when implementing a

STANDARDS-BASED REPORT CARDS

20

standards-based report card. Districts can use other models that have been successful, but it may
be more advantageous for a district to create their own process in order to create the buy-in that
was mentioned earlier.
Student Benefits from Standards-Based Report Cards
The primary purpose for making any change within an educational institution should be
to improve student achievement. Teachers often lament that changes are made for no reason at
all. Before deciding to switch to a standards-based reporting system, educators must be certain
that students will indeed benefit from the change. The research on student benefits from a
standards-based reporting system is complex. While achievement is easy to quantify, student
sentiment and attitude are important to study as well.
Clymer and William (2007) studied a group of eighth-grade students who experienced a
shift from traditional grading to standards-based grading within their science courses. Research
results indicated that students who were exposed to the standards-based system reported having a
greater focus on the mastery of material when compared to those who had not. This may mean
that students hold a greater value to their work when it is connected to standards.
Standards-based report cards allow students to show where they excel, even when
standards are not completely secure. Traditional letter grades do not demonstrate what students
know. For example, a student who earns an “F” likely had many struggles with the material
presented. However, it is just as likely that this student did enjoy some success throughout the
lesson. By using a standards-based report card, educators can delineate various important
aspects of a given lesson. Guskey and Bailey (2010) believe that educators should use the
categories of product, process, and progress learning on each report card. Under this system,
product criteria grades relate to summative assessment achievement. Process criteria relate to

STANDARDS-BASED REPORT CARDS

21

formative assessments including homework. Additional process criteria may include class
participation or attendance (Guskey, 2011). Progress criteria are based on student gain from one
lesson to the next. By weighting all three categories, a more complete picture of student progress
can be expressed.
There is research that seems to suggest that a traditional grading system can have a
negative impact on student motivation (Gusky, 2013; Roderick & Camburn, 1999). This is
likely because students who receive “Fs” may think of themselves as failures. Their parents only
see the “F” and are not informed about any successes the student experienced. As mentioned
above, it is unlikely that a given student did not experience any success during a series of
lessons. However, a traditional report card does not provide this detail. With a standards-based
report card, more detail is given as to where a student is enjoying success and where a student is
struggling.
With the current emphasis on positive behavior support, it would stand to reason that
students would be better motivated under a standards-based reporting system. By allowing for a
narrative, a teacher is able to give details with regard to exactly where a student is successful.
Teachers are also able to offer advice for parents as to what a student needs help with. For
example, a teacher may point out that fact fluency is an issue with a math student. The teacher
could then offer resources that parents can use to reinforce fact fluency. This type of dialogue is
essential to student success.
Traditional grading systems are often weighted heavily toward summative assessments.
While summative assessments are certainly a part of a strong instructional design, they only
capture one moment in time. Wormeli (2011) suggested that educators should allow a student
multiple opportunities to show what they know rather than focus on a single summative

STANDARDS-BASED REPORT CARDS

22

assessment. Standards-based reporting seems to be a natural extension of this idea. A standardsbased report card demonstrates student growth over time rather than student success with a single
assessment. While traditional report cards could be adjusted to accomplish the same goal, a
standards-based approach may be more conducive to the change.
Effects on Learning
Students learn best when their basic needs are met. One basic need is for students to feel
safe. By focusing more on student progress rather than a summative assessment, it is possible
that students will feel more safe in the classroom. Results of a study by Miller (2013) indicated
that students felt less pressure under a standards-based reporting system as progress was being
noted rather than performance on a single assessment. This study seems to reinforce the idea
that standards-based reporting may have a positive effect on overall learning.
Students perform better when what they are learning about is meaningful to them.
Another effect on student learning under a standards-based system is that students receive more
information regarding their areas of strength and areas of improvement. Research seems to
indicate that by providing this type of meaningful feedback, students generally report that they
have a greater connection to the lesson content (O’Connor & Wormeli, 2011). It is possible that
students are intrinsically motivated to a greater extent under a standards-based system than they
are under a traditional grading system because they can connect with the material at a deeper
level.
Under a standards-based reporting system, teachers can list the standards in their rooms
and refer to them throughout a lesson. Some teachers use the visual standard as a means of
showing class progress by checking off the standards as it is reached by all or the majority of the
classroom. In addition, teachers can list individual students and have them check off the

STANDARDS-BASED REPORT CARDS

23

standard as they reach it on an individual basis. Research from Heflebower, Hoegh and Warrick
(2014) indicated that this type of accurate and timely reporting can improve student achievement.
Standards-based reporting systems may better allow students to assess themselves when
compared to a traditional reporting system. Shepard (2000) has conducted research that indicates
that student achievement increases when students are given the opportunity to regularly assess
themselves. By giving students the opportunity to assess themselves on a given standard, it is
likely that students will have more ownership regarding their success (McMillan & Hearn,
2008). A standards-based reporting system may be more conducive to student self-assessment
when compared to a traditional reporting system. This is because a standards-based system
allows for greater detail regarding specific learning goals whereas a traditional system focuses
more on overall results.
The body of research indicates that students feel less pressure under a standards-based
report card along with an increased sense of self-motivation. Standards-based reporting also
allows teachers to provide quicker feedback to their students who can self-assess easier than
when compared to a traditional system. While there are certainly dissenting opinions with regard
to moving from a traditional system to a standards-based system, the reasons for the change seem
to be reinforced by the current body of literature.
Correlation to Overall Achievement
The body of research has yielded mixed results when determining whether a standardsbased reporting system results in higher student achievement. In one study by Fink (2015)
quantitative and qualitative achievement data was collected from 63 high school students. Two
teachers participated in the study, one of who graded using a standardized approach and one who
did not. Students had a lower class grade average in the standards-based classroom, yet scored

STANDARDS-BASED REPORT CARDS

24

higher on assessments that were directly related to the mastery of Common Core State Standards
(CCSS). The researcher in this study concluded that the classroom grade average was lower
because the teacher did not include homework or extra-credit in the score the students earned.
Also, this study had so few participants that broad-based conclusions should not be drawn.
Other research found little to no correlation between overall grades and standards-based
reporting. For example, Brookhart et al. (2016) wrote that only a minimal increase in scores was
reported after standards-based grading was implemented. It is possible that a lack of teacher
training was an issue, researchers concluded. Other studies produced the opposite result with
student achievement being directly related to a standards-based approach to grade reporting.
With these mixed results, further research is warranted.
It is possible that students who experience a standards-based reporting system achieve
higher simply because their teachers are more focused on standards. While this would seem
obvious, it calls into question whether a standards-based system actually increases student
performance or if a teacher who is more focused on standards produces better results.
Regardless, the evidence for a change in student and teacher mindset is overwhelming, which in
and of itself may be reason enough to explore a standards-based system.
Correlation to Standardized Testing Achievement
While the connections of standards-based report cards and overall student achievement
are inconsistent, the research on the correlation to standardized test results is much more
thorough and consistent. Several studies have been completed that show a direct relationship
between high standardized test scores and students who were exposed to standard-based
reporting. While most educators would agree that high standardized test scores are not the main

STANDARDS-BASED REPORT CARDS

25

goal of an educational entity, it is important to note this correlation and to study the
accompanying research.
A study by Rainey (2016) was designed to determine if there was a correlation between
achievement on the State of Texas Assessment of Academic Readiness (STAAR) exam and
standards-based report card grades. Third graders at a school near the Dallas-Fort Worth, Texas
area were the subjects of the study. Rainey’s results were based on two years of data sets. A
comparison was made between the student’s standardized report card scores and their scores on
the STAAR exam. A strong correlation was shown to exist.
Similar results were found from a study that took place in Colorado (Haptonstall, 2010).
Five school districts were examined with four using traditional grading practices and one using
standard-based report cards. Each schools’ scores on the Colorado Student Assessment Program
(CSAP) were compared to their report card scores. The school that used a standards-based report
card had a greater correlation to students’ report card scores and their scores on the CSAP.
While this does not indicate higher achievement, it does demonstrate that a correlation exists
between standards-based report card grades and scores on standardized tests.
Sieling (2013) connected academic achievement on standardized tests with standardsbased report cards as well. Results from the Minnesota Comprehensive Assessment (MCA)
math exams were reviewed for 149 students over a 2-year period. Students scored higher on the
exam when they were exposed to standards-based grading throughout the year. In addition,
Sieling discovered that the students who were exposed to standard-based grading reported
feeling a greater level of satisfaction with their performance when compared to students who
were exposed to only traditional grading.

STANDARDS-BASED REPORT CARDS

26

There are examples of research determining little to no correlation existing between
standards-based report cards and student achievement. One such example is a study by Greene
(2015) in which the researcher found results that were not consistent with standards-based
grading determining student performance. The research compared student scores on the
Missouri Assessment Program’s (MAP) tests for students who were exposed to standards-based
grading and those who were not. The sample size of the study included 200 students from four
different school districts. Greene did not find a correlation between student performance and
exposure to standards-based reporting systems.
There may be reasons behind why some research demonstrates a connection between
standard-based report cards and achievement on standardized tests while other research does not.
Sample size is an important factor to consider and in most cases where there was not a
correlation, the sample size was relatively small. Also, it is possible that the participants from a
particular study were not as prepared as those from other studies. For example, Olson (2005)
found that there was no increase in achievement after a school introduced standards-based
grading. Olson (2005) wrote that the lack of correlation could be attributed to the fact that the
teachers in the study were not fully trained on the standards-based reporting system. Factors like
this are hard to quantify, but it is important to note that the body of literature does not fully align
with one position or another.
Relationship to Mastery Learning
Standards-based grading has similarities to several long-standing educational theories
including Mastery Learning. Based on the theories of both John Carroll (1963) and Benjamin
Bloom (1968), Mastery Learning includes a core belief that given the proper amount of time and
instruction, people can learn anything. Traditional letter grading systems seem to represent a

STANDARDS-BASED REPORT CARDS

27

different philosophy. Under traditional letter grading systems, students are given a fixed amount
of time (6-Weeks, 9-Weeks, a semester, etc.) to learn a set number of objectives. After the fixed
amount of time has expired, teachers move on to the next set of objectives, even if students did
not meet the previous set of objectives. Standards-based grading usually works with fewer
standards than traditional grading. Students can work on mastering fewer standards rather than
working to master many objectives. This allows standards-based grading to align more closely
with other theories that have yielded positive results such as differentiated instruction.
Effect on Culture
The purpose behind any new school initiative should be to support student growth and
achievement. There is a great movement for classrooms to be responsive to student need. For
this to take place, the culture of the building, district and community must be aligned. By
adopting a standards-based approach to reporting grades, it is possible that classroom may
become more responsive to student needs, thereby creating a culture that is student-centered.
Research indicates that one of the biggest factors at play in the culture of a school is for students
to have the opportunity to control their own learning (McCombs & Miller, 2007). By allowing
students to track their own mastery of standards, it is possible that they may have more
opportunities to influence their own learning.
There is research that indicates students report a greater feeling of happiness when they
can self-assess regularly (Shepard, 2000). A standards-based approach to reporting allows for
student to be able to assess themselves on a regular basis. Teachers can communicate the
standards to students using a document outlining the standards. As students progress, they can
check off the standards they are secure with. By allowing students to track their own process,

STANDARDS-BASED REPORT CARDS

28

the culture of a classroom will likely change. Both teachers and students will be standardsfocused which may increase student achievement.
Student motivation is key to any cultural shift. If students are unmotivated, teachers will
find it difficult to implement a student-centered responsive classroom. By focusing first on
motivation, culture changes more easily. Research indicates that students are more motivated to
learn when there are opportunities for mastery (Miller, 2013). A standards-based approach to
grade reporting motivates students to succeed through progressive mastery rather than passing or
failing. As mentioned earlier, students may be happier under a standards-based system because
they have more opportunities to demonstrate growth as well as mastery. This may lead to a
cultural shift within a classroom.
When students are fearful of failure, they become anxious. Research indicates that
students will avoid difficult learning tasks when they believe they may fail (Zimmerman &
Schunk, 1989). When students are graded on a single assessment rather than their progress
overtime, they may feel that their worth is determined by one single test. This may be
counterproductive to the overall goal of student achievement.
Guskey (2011) believes that leaders should support meaningful learning experiences for
students that create a greater self-perception. Standards-based reporting allows teachers to
provide multiple paths to demonstrate proficiency. Each path could be tailored to meet
individual student needs. Under a standards-based system, the goal is not to have every student
pass a summative assessment. Rather, the goal is for every student to grow and to eventually
demonstrate mastery of each standard. This paradigm shift may be particularly effective with
students who are naturally anxious or those who have a poor perception of self.

STANDARDS-BASED REPORT CARDS

29

Matthews (2012) wrote that students are more likely to achieve when they understand
their own strengths and weaknesses. Traditional letter grades give students the ability to
understand which subjects are difficult for them, but little information is provided as to the
specific deficiencies a student is experiencing. Standards-based report cards allow students to
understand the specific areas within which they excel and the areas that need more work. By
understanding their own strengths and weaknesses, students will likely feel more confident that
they are able to achieve. It is likely that this sense of confidence will positively influence
classroom culture.
Building and Community Culture
By focusing on standards, it is possible that there will be a cultural shift within an
individual school building. Teachers can start each lesson with an objective that is standardsbased and then work to achieve the goal. Students are better able to articulate standards when
the language is being used throughout the building (Iamarino, 2014). By having a common
language, administrators, teachers and students can all work to achieve the same goals.
With a common language in place that is based in standards, a sense of community can
be achieved within a building. Leaders often speak of organizational culture and how important
it is to success. Every culture has a common language. When a school adopts a common
language that is standards-based, it is likely that a stronger sense of culture can be achieved. If
administrators, teachers and students all agree on the common goal of achieving standards, it is
likely that a positive culture will develop.
Just as with building and classroom culture, it is important that community stakeholders
understand the goal of a school or a district. When switching to a standards-based system,
administrators and teachers must clearly articulate the reasons behind the change to parents and

STANDARDS-BASED REPORT CARDS

30

the community at large. The message must be clear and consistent so that stakeholders have at
least a rudimentary understanding of what a standards-based system is and how their students
will be assessed.
Parents will likely have questions about a shift to a standards-based system, so it is
important that districts have evening meetings that allow stakeholders to ask questions. The goal
should be to create a common language, just as it is at the building level. If parents can clearly
articulate what is expected of their students, it is likely that they will be able to assist them with
their instruction.
Conclusion
Grading reform efforts have been taking place in the United States for many years. It is
clear that the traditional letter grading system is something that parents and other stakeholders
recognize and are familiar with. While a standards-based grading system is more aligned to
original systems from early education, traditional letter grading has become the norm. This fact
alone makes a switch to a standards-based system a challenge for any district. Still, many states
have adopted a standards-based approach to grading and teaching (Guskey, 2004).
The research is clear that standards-based reporting systems change how teachers teach
and possibly how students learn (Guskey & Bailey, 2010). When teachers focus on standards,
they tend to change their instruction to meet standards. While this seems obvious, it is important
that educators recognize this fact because it will be instrumental to any decision to switch from a
traditional letter grading system to a standards-based reporting system. If standards are truly
what educators want students to know or be able to do, it is logical that our instruction and
grading reporting should be standards-based.

STANDARDS-BASED REPORT CARDS

31

There is research that indicates that parents are better informed under a standards-based
reporting system (Guskey, 2001). Traditional systems do not provide as much information about
student growth and mastery when compared to standards-based systems. Still, there are
challenges that districts face when the move to a standards-based system. Parents may
misinterpret a standards-based report card as they are less familiar with the system (Cizek, 2000).
Also, parents have embraced traditional reporting systems. When a switch is made, it is possible
that parents will want to assign a letter grade to every standard that is listed. District leaders
must fully educate stakeholders before the change is made if it is to be successfully implemented.
There are other obstacles to a standards-based reporting system. For example, it can be
difficult for stakeholders to agree upon what should be included within a standards-based report
card (Guskey, 2011). Also, parents and teachers may oppose the switch believing that a letter
grade better sorts students on a bell-curve (Guskey, 2011). Teachers may not want to abandon
letter grades as they use them as punishment (McMillian, 2001). Finally, many stakeholders
may believe that letter grading forces students to try harder (Guskey, 2011). Strategies to
overcome these obstacles should be studied further as the body of research is lacking.
Research indicates that educators should limit the number of standards that are reported
so that parents do not feel overwhelmed (Guskey & Bailey, 2001). This is another area of
research that needs to be explored further. While it is understood that fewer standards would be
less information for parents to process, there is little research into how stakeholders should
decide on the standards that are to be reported. Also, many states offer little guidance in this
area. While most states have anchors or eligible content, the sheer number of objectives is
overwhelming for non-educators.

STANDARDS-BASED REPORT CARDS

32

The logistics of the actual implementation process of adopting a standards-based report
card need further research. An excellent example exists through the work in Kentucky with
Guskey and Bailey (2001), but there is little information regarding best practices for
implementation on the local level. Further research could examine many schools who have
adopted standards-based report cards along with quantifiable results. Recommendations could
then be made as to what works and what does not work during the implementation process. This
information would be valuable to educators who are trying to decide whether they should
implement a standards-based report card.
Professional development is instrumental to the process of implementing a standardsbased report card. The review of literature indicates that there needs to be further research in this
area. It is not clear as to what specific professional development is required to produce positive
results. While the body of research seems to agree that professional development is a core part
of the implementation process, educators are left to determine what professional development
content should be used.
While the body of literature agrees that standards-based grading provides meaningful
feedback to parents (Brookhart, 2011), there is little information regarding strategies to create
parent buy-in. Researchers agree that things like class rank and overall reasoning should be
explained (Guskey & Jung, 2012), but there is little information regarding the parent buy-in
process. Further research could examine what works and what does not work in this area.
Student benefits from a standards-based report card have been researched extensively.
Administrators need to agree upon their reason to adopt a standards-based report card if indeed
the decision is made. The body of literature indicates that students feel less pressure under a
standards-based system (Guskey, 2013; Roderick & Camburn, 1999). Also, students seem to

STANDARDS-BASED REPORT CARDS

33

benefit from the multiple opportunities to demonstrate proficiency under a standards-based
system (Wormeli, 2011). However, when trying to determine whether a standards-based
reporting system actually contributes to overall student achievement, the results are mixed.
There is a much stronger correlation to standardized testing achievement than there is to overall
achievement. This may be because schools who adopt a standards-based report card are much
more focused on standards than those who do not. While this stands to reason, there is an
opportunity for further research into whether results can be attributed to a standards-based report
card or standards-based instruction.
There is a strong correlation between standards-based report cards and student-centered
classrooms. Students indicate that they feel more control of their learning under a standardsbased system (Guskey, 2011). Research indicates that students are more likely to achieve under
a system that allows them to understand their own strengths and weaknesses (Matthews, 2012).
Also, students want the ability to demonstrate mastery over time rather than on one single
assessment (Miller, 2013). The research is clear that students enjoy these types of benefits under
a standards-based reporting system.
An important area that administrators tend to focus on is organizational culture. While
there is a lot of research into culture and how important it is to organizational success, the body
of research regarding the impact of standards-based report cards and culture is lacking. It is
apparent that by focusing on standards, students can articulate what is being expected of them
more easily (Iamarino, 2014), but there is little research into how this common language actually
influences culture.
There is an opportunity for a qualitative study into how a standards-based report card
may or may not lead to positive organizational culture within a building or a district. Research

STANDARDS-BASED REPORT CARDS

34

could examine building culture prior to the implementation of a standards-based report card and
after the implementation. Qualitative results could be quantified, and recommendations could be
given. This information may be useful to administrators who are contemplating making a
change from a traditional letter grading system to a standards-based system. If research indicates
a strong correlation between a positive culture and a standards-based system, it is likely that
more administrators would be willing to undertake the extensive process of implementation.
The research in this capstone project will add to the body of literature as users’
perceptions will be analyzed from a post-adoption perspective. The schools that will be
examined have adopted standards-based report cards and have had several years to adjust. By
looking at schools that are a few years into the process, it is likely that results will be more valid.
Challenges will be analyzed, and suggestions will be made that are based on many years of
implementation. The body of research will be furthered by offering more evidence for or against
the academic benefits students experience under a standards-based system. As mentioned above,
the body of literature contains mixed results when trying to answer this question. It is hoped that
this research will be used by others to further the work that many have already accomplished.
By examining the topic further and in a slightly different way, educators will have more research
upon which to base their decisions.

STANDARDS-BASED REPORT CARDS

35

CHAPTER III
Methodology
Purpose
The purpose of this study is to ultimately inform a decision whether the South Butler
County School District should implement standards-based report cards. In order to make this
determination, several research questions must be answered. As mentioned in the reflection
section of this project, there is a push to teach to standards. While it is easy to understand the
importance of teaching to standards, it is not clear as to whether standards-based report cards
should be adopted by districts.
As was evidenced within the literature review, many states have adopted standards-based
report cards for at least the elementary level (Guskey, 2004). This is likely because the research
is fairly clear that standards-based reporting systems seem to change how teachers teach (Guskey
& Bailey, 2010). When teachers know that students will be evaluated based on standards rather
than traditional letter grades, it is natural to begin to teach to standards.
The research also indicates that the logistics of the implementation of a standards-based
reporting system have not been fully explored. While Guskey and Bailey (2001) have provided a
template for implementation, there is little research into what does and does not work well. In
order to fully understand what best practices are, this study will attempt to inform users as to
what obstacles are in place and how they are best navigated. Before the South Butler School
District can make a decision to adopt standards-based report card, the logistics of the
implementation process must be understood and a plan must be developed to eliminate problems.
Once the questions of logistics are answered, it must be determined whether students
experience academic benefits because of standards-based report cards. The review of the

STANDARDS-BASED REPORT CARDS

36

literature indicated mixed results in this area. While Miller (2013) found non-academic benefits
of standards-based report cards such as students feeling less pressure or stress, the academic
benefits are less clear. Fink ( 2015) found that classrooms that used standards-based reporting
produced students who achieved higher than a control group. However, the study used a small
sample size. Other research from Brookhart et al. (2016) found little to no correlation between
academic achievement and standards-based report cards. It will be important to know whether
local districts who have adopted standards-based report cards have realized an increase in
academic achievement. Also, it will be important to determine whether any increase was
actually attributable to the adoption of standards-based report cards.
Finally, the South Butler County School district must understand whether standardsbased report cards better inform users as to a student’s detailed achievement. Even if logistical
challenges can be overcome and students do experience an academic benefit from the adoption
of standards-based report cards, parents must be able to understand the system. It must be
determined that a user is actually better-informed by a standards-based report card when
compared to a traditional letter system.
With all of the above in mind, the following research questions have been designed:
1. What challenges are faced by schools that implement standards-based report cards?
2. Do students experience academic benefits when standards-based report cards are
adopted?
3. Does a standards-based report card better inform users perceptions as to a student’s
progress with regard to specific standards when compared to a traditional report card?

STANDARDS-BASED REPORT CARDS

37

These questions are aligned to the purpose of this research as each must be answered
before the South Butler County School District can make an informed decision regarding the
adoption of standards-based report cards. Once the first question has been answered, the district
leaders will know what the challenges are that they will face. As mentioned earlier, a plan can
then be developed to overcome any obstacles that are in place. Before moving forward, this plan
should be in place.
The second question addresses the actual benefits students may enjoy under a standardsbased system. South Butler Primary School has a core belief to make every decision based on
what is best for students. If standards-based report cards are what is best for students, then the
district should adopt them. Once the data has been collected, it may be determined that there is
no benefit for students under a standards-based system when compared to a traditional system. If
this is the case, there is no reason for the district to move forward with an adoption of standardsbased report cards.
The third question primarily focuses on the end-user experience under a standards-based
report card. It must be understood that a report card is meant to inform the user as to a student’s
progress toward meeting goals. Under a traditional system, letter grades are used to express
progress. With a standards-based report card, users must be able to understand the progress a
student is making with regard to specific standards. Ideally, the end user is able to help a child
based on the information received from the report card. The third research question will attempt
to determine whether or not end users are truly better informed under a standards-based report
card or a traditional system.
In order to answer the above listed research questions, a survey has been designed that
will be delivered to district leaders throughout western Pennsylvania. The results of the survey

STANDARDS-BASED REPORT CARDS

38

will be analyzed and quantified. The survey also includes some qualitative responses that will be
coded and quantified. Once a large enough sample size is obtained the data will be analyzed
with the goal of answering the research questions. After the research questions have been
answered, they will be presented to the South Butler County School District. Finally, the district
can use this information to compete the purpose of this study; to determine whether the district
should adopt standards-based report cards.
While other similar studies exist, the purpose of this study is specific to the South Butler
County School District. It may be determined the Western Pennsylvania is unique when
compared to other parts of the country where other studies have taken place. Pennsylvania has
developed its own set of core standards. These standards may or may not offer challenges or
benefits that are unique to the state. In addition, the South Butler County School District is a
unique entity. No such study has ever taken place specifically for the South Butler County
School District. This action research is needed in order the district to make a decision that is not
only correct, but unique to its’ individual situation and needs.
Setting and Participants
This study is specific to the South Butler Primary School which is located within the
South Butler County School District. Located in the southern portion of Butler County,
Pennsylvania, the South Butler County School District is made up of four townships; Penn
Township, Jefferson Township, Clinton Township and Winfield Township. In addition,
residents of Saxonburg Borough attend the South Butler County School District. The current
enrollment is approximately 2300 students. The South Butler County School District is rural and
encompasses approximately 100 square miles. The district is 30 miles north of Pittsburgh,
Pennsylvania. Residents have a median household income of $42,500.

STANDARDS-BASED REPORT CARDS

39

The curriculum at the South Butler County School District includes courses in English
Language Arts, various levels of Math, Science, and Social Studies. Students also have the
opportunity to explore Music, Art, Physical Education, Technology Education and Industrial
Arts. The district has adopted the Pennsylvania Core Standards and provides courses of
instruction that meet the objectives that have been identified by the state of Pennsylvania.
Individual Building Data
The South Butler County School District is comprised of four schools on one campus.
Knoch High School has a student enrollment of 799 in grades 9, 10, 11 and 12. Approximately
25.9% of students attending Knoch High School are economically disadvantaged. The school
has approximately 11.3% of students identified as Special Education. In 2019, 78.9% of students
were proficient or advanced on the Keystone Exams in the category of Literature. In the same
year, 68.8% of students scored proficient or advanced in the category of Algebra. For
comparison purposes, the state of Pennsylvania reported an average or 62.1% of students
proficient or advanced in Literature and 45.2% of student scoring proficient or advanced in
Algebra in comparable grade levels.
Knoch Middle School has an enrollment of 507 students in grades 6, 7 and 8. With a
special education population of 10.9% and an economically disadvantaged population of 24.3%,
the building is physically connected to the Knoch High School. Scores from the 2019
Pennsylvania State System of Assessment (PSSA) include 69.5% proficient or advanced on the
English Language Arts assessment and 37.7% proficient or advanced on the Mathematics
assessment. This is in comparison to a Pennsylvania state average of 62.1% proficient or
advanced in English Language Arts and 45.2% proficient or advanced in Mathematics for grades
6, 7 and 8.

STANDARDS-BASED REPORT CARDS

40

South Butler Intermediate School houses students in grade 4 and 5. The building
enrollment is 335 students. The building has an economically disadvantaged population of
27.5%. In 2019, 13.1% of the students in the Intermediate school were identified for Special
Education support. The most recent PSSA data (2019) shows that 65.1% of students scored
proficient or advanced on the English Language Arts assessment while 53.6% scored proficient
or advanced on the Mathematics test. This is in comparison to a statewide average of 62.1% in
English Language Arts and 45.2% in Mathematics for the same grade levels. The Intermediate
school is a stand-alone building on the campus of the South Butler County School District.
The South Butler Primary School educates 592 students in grades Kindergarten, 1, 2 and
3. Students receiving Special Education services encompass 9.1% of the entire population and
30.7% are identified as Economically Disadvantaged. In 2019, the percentage of students who
scored proficient or advanced on the PSSA stood at 75.3% in English Language Arts and 68.4%
in Mathematics. In comparison the state average for this grade level stood at 62.1% for English
Language Arts and 45.2% for Mathematics.
Additional District-Wide Data
The South Butler County School has approximately 175 teachers. Currently each
building uses a traditional letter grade report card with the exception of the Primary School
Kindergarten where a progress narrative is used that is loosely standards-based. Student in 1 st-3rd
grade receive a traditional letter grade report card. The average teacher in the South Butler
County School District has 10.6 years of experience.
The leadership team at the South Butler County School District includes a Superintendent
who has been with the district for approximately 3 years. After eliminating the position of
Assistant Superintendent, a Director of Human Resources position was created in 2019.

STANDARDS-BASED REPORT CARDS

41

Additional central office personnel include a Business Manager and a Director of Special
Services. Each building has a full-time principal and the Middle School and High School both
employ an assistant principal in each building.
Study Participants
The participants for the data collection portion of this research are principals and school
leaders in Western Pennsylvania. First, the formal Institutional Review Board (IRB) process was
completed. Next, a survey was sent to all principals on an email list that was held by the MidWestern Intermediate Unit 4 in Grove City, Pennsylvania. The initial email contained standard
IRB approved language that informed participants of any potentially negative impacts of the
study. The location that would house data was included along with options for potential
participants to opt out. While the focus of the study was on those who already have been
through the standards-based report card adoption process, the survey was open to all principals
as it also was created to answers qualitative questions regarding sentiment toward standardsbased report cards.
The initial call for responses was limited. A second call was put out through the Butler
County Education Council. This second call created a greater response than the initial email.
The researcher then sent emails directly to schools that already had standards-based report cards
in place. These direct emails created a response and an appropriate amount of data was able to
be collected.
To triangulate data, direct emails were sent to district leaders that already had standardsbased report cards in place. This email included all of the information that the original call for
responses contained. In addition, the researcher took the time to personalize the message to each

STANDARDS-BASED REPORT CARDS

42

individual. This created a greater response than the first and second attempts to gather data. The
information gathered was rich and detailed.
Additional triangulation will occur through a review of publicly available standardized
testing data. These include Pennsylvania State System of Assessment (PSSA) data from the
Future Ready PA website (www.futurereadypa.org). This website allows users to view math and
reading PSSA results for schools throughout the commonwealth of Pennsylvania. This data will
be analyzed in concert with data from the research survey to ensure results are accurate. Also,
the survey tool will have more than one question that correlates to each individual research
question. This will provide for further triangulation.
This research will attempt to answer the research questions so that the South Butler
School District can make an informed decision with regard to standards-based report cards. The
specific building that will be used for the initial decision is the South Butler Primary School. As
mentioned earlier, this school houses students in grades Kindergarten, 1 st, 2nd and 3rd. While the
Kindergarten already uses a simplified standards-based report card, the other grades currently do
not.
There have been internal conversations regarding standards-based report cards during
administrative meetings. A concern was raised that students at the Primary School (grades k-3)
were receiving failing grades on their report cards. Some members of the administrative team
are fundamentally opposed to the letter grade F being included on any student’s report card at the
Primary school. While this philosophical debate has many aspects, it did launch a discussion
regarding standards-based report cards. As this discussion deepened, it was determined that the
district would explore the idea of standards-based report cards for the Primary School. The other

STANDARDS-BASED REPORT CARDS

43

schools within the district currently are not considering standards-based report cards, but the
information from this study will be helpful to them as well.
It will be important to present the data findings to the school board and community
members in a way that is simple to understand. Educational jargon should be avoided so that the
data can be received in a way that does not confuse the end user. A clear recommendation will
be given by the researcher who is also the principal at South Butler Primary School. This
recommendation needs to be free of any bias that may skew the results. Safeguards have been
put in place through a collaboration with the doctoral committee members. Specifically, the
principal at South Butler Intermediate is not only a committee member, but also a trusted
colleague who will help to ensure that any research bias is not in play during the results, findings
and recommendation portions of this project.
Research Plan
According to Hendricks (2017) an action research plan should be based on a review of
literature and should account for credibility, transferability, dependability, and confirmability.
The description of the research plan should be detailed enough that a colleague could implement
the plan (Hendricks, 2017). This action research is simplistic in that it seeks to answer three
research questions:
1. What challenges are faced by schools that implement standards-based report cards?
2. Do students experience academic benefits when standards-based report cards are
adopted?
3. Does a standards-based report card better inform users perceptions as to a student’s
progress with regard to specific standards when compared to a traditional report card?

STANDARDS-BASED REPORT CARDS

44

Each of the three research questions will be answered by examining data collected the
relate to individual queries. As mentioned earlier, this will be accomplished by examining
responses to survey questions and by analyzing qualitative data from open ended responses. In
each case, credibility, transferability, dependability, and confirmability will be addressed.
Literature Based
This research into standards-based report card is grounded in the literature review that
was presented earlier. For example, we know that communication is a paramount issue when it
comes to progress reporting (Guskey, 2001). It is important to know whether a standards-based
report card communicates results in a way that is easy to understand by end users including
parents. This relates directly to the third research question.
Krumboltz and Yeh (1996) wrote about how standard letter grades can lead to a spirit of
competition. Guskey (2011) argued that standards-based report cards could possibly lesson this
competition and create a greater focus on individual achievement. However, we know there will
be some stakeholders who fundamentally oppose any change because of traditional letter grades
being what they are most familiar with. The first research question attempts to provide educators
with the tools needed to overcome these barriers to implementation.
The research review also indicated that studies have produced varying results when trying
to determine whether students achieve higher academic levels under a standards-based report
card (Clymer and William, 2007). The second research question is designed to provide more
data. More importantly, this data will be specific to Western Pennsylvania where no such study
has been found by the researcher.
It is essential that this research plan be grounded in literature. As mentioned above, each
research question was designed after a careful literature review. By accounting for difficult to

STANDARDS-BASED REPORT CARDS

45

answer questions, this research may be useful to those who are considering adopting standardsbased report cards. Specifically, those in Western Pennsylvania may benefit the most from this
research as all of the participants for this study are located in that part of the country.
Fiscal Implications
With any study, fiscal implications of a switch to standards-based report cards must be
studied. With rising costs throughout Pennsylvania, districts are becoming more fiscally aware
than ever before. The South Butler County School District works to make decisions based on
what is best for students. If a switch to a standards-based report card is truly what is best for
students, the district will want to make that change. However, there are not unlimited funds. It
will be important to have financial details ahead of time so that a budget can be crafted that
allows for the change, while remaining fiscally conservative.
The survey is designed to answer the question of fiscal needs. Participants are asked to
describe the fiscal implications of the switch. An overall dollar amount for the switch is listed
and participants are asked if there were any unforeseen costs involved. By asking these
important questions, the South Butler County School District will be better equipped to make a
decision. If the costs are too high, either other budget items must be cut or revenue somehow
increased. These are difficult details that must be accounted for before a recommendation can be
made.
Possible fiscal needs for a conversion to a standards-based report card are somewhat
predictable. There will certainly be a software conversion cost from the South Butler County
School District’s Student Information System provider known as Skyward. In addition, staff
would need to be trained so there would be a cost for professional development. Finally, parents
and other stakeholders would need to be educated so that they understand standards-based report

STANDARDS-BASED REPORT CARDS

46

cards. This may mean that evening informational meetings would be held which would result in
labor costs to the district.
There may be unforeseen costs involved with a switch to standards-based report cards as
well. These unforeseen costs need to be built into the budget for the conversion project if the
South Butler County School District intends to adopt standards-based report cards. It is hoped
that the information from this study will help the district to accurately predict both the foreseen
costs as well as the unforeseen and incidental costs of a conversion to standards-based report
cards.
Every district has unique fiscal limitations. While districts with many resources may
have less difficulty adopting standards-based report cards, even districts with limited resources
can consider the adoption process. This research will provide a baseline as to what the fiscal
needs may be for a successful adoption. While the unforeseen costs may be unique to each
district, the data from this study may assist districts in making an informed and student-centered
decision.
Methods of Data Collection
Multiple methods of data collection were employed including multiple choice surveys,
open ended text responses, analyzation of Pennsylvania State System of Assessment results,
Pennsylvania Future Ready Index results as well as triangulation with previous similar studies.
The primary data collection tool was a survey that was created by the researcher. Each survey
question was designed to address a specific research questions. Multiple questions relating to the
same research question were used in an attempt to triangulate data.

STANDARDS-BASED REPORT CARDS

47

The survey used for this research project began with the following statement:
Dear Colleague
My name is Greg Mandalas and I am a doctoral candidate at California University of
Pennsylvania. I am writing to invite you to participate in a research study that I am completing
as part of my degree requirements. If you choose to participate, you will be asked to complete a
survey that should take approximately 30 minutes of your time. This survey will be used to learn
more about the challenges and benefits of standards-based report cards. Here are some important
things to know about this study:













The data from this study will be used to complete an action research paper that explains
the challenges and benefits of standards-based report cards.
The primary researcher is Greg Mandalas (724-991-2458 or man3431@calu.edu)
The faculty advisor for this research is Dr. Peter Aiken (717-368-8745 or
aiken@calu.edu)
Your participation in this study is voluntary.
You may discontinue your participation at any time without penalty. All data will be
discarded if you discontinue your participation.
Results of this survey are confidential.
Results of this survey are anonymous.
Minimal risks are anticipated for participants.
Returning the survey is an indication of your consent to use the data.
If you have questions about the project, please contact Greg Mandalas at 724-991-2458
or man3431@calu.edu.
Results from this study will be housed at a secure location on the campus of California
University of Pennsylvania.
This study is approved by the California University of Pennsylvania Institutional Review
Board. This approval is effective 08/12/2019 and expires 08/11/2020.

Thank you for your consideration. If you choose to participate, please click the link below.
https://docs.google.com/forms/d/e/1FAIpQLSf5SM0UFLjMK7gp4S9PJ3VwaSTCN_EV8NWb1
do6x-X_GhY4IA/viewform?usp=sf_link
Sincerely,
Greg Mandalas

STANDARDS-BASED REPORT CARDS

The survey then continued with the following questions:
1. What is your role?
Principal k-6
Assistant Principal k-6
Principal 7-12
Assistant Principal 7-12
Other
2. Does your school use standards-based report cards?
Yes
No-If not, skip to question 19
3. When did you school adopt standards-based report cards?
1-2 years ago
3-5 years ago
5-7 years ago
10 or more years ago
I don’t know
4. What was the most successful part of your implementation of standards-based report
cards?
Professional Development was well done
Parent buy-in was established
Staff buy-in was established
Other

48

STANDARDS-BASED REPORT CARDS

49

5. What was the greatest challenge you faced during the implementation process?
Professional development
Parent buy-in
Staff buy-in
Other
6. When compared to previous years, did your students perform better on standardized tests
before or after your implementation of standards-based report cards?
Before
After
I don’t know
7. If your students performed better after implementing standards-based report cards, do you
attribute their success to standards-based report cards?
Yes
No
N/A
8. Do you believe your teachers support standards-based report cards?
Yes
No
9. Do you support standards-based report cards?
Yes
No

STANDARDS-BASED REPORT CARDS

10. Do your families support standards-based report cards?
Yes
No
11. Do you educate your families with regard to standards-based report cards?
Yes, with face-to-face meetings
Yes, through print or online information
No
12. Do you feel better informed by a standards-based report card or by a traditional report
card?
Standards-based
Traditional
13. Have your PSSA reading scores improved under a standards-based report card?
Yes
No
14. If you answered yes to question 13, do you contribute the increase in achievement to
standards-based report cards?
Yes
No
N/A
15. Have your PSSA math scores improved under a standards-based report card?
Yes
No

50

STANDARDS-BASED REPORT CARDS

51

16. If you answered yes to question 15, do you attribute the increase in achievement to
standards-based report cards?
Yes
No
N/A
17. What were the financial ramifications of switching to a standards-based report card?
Vendor charges
Staff Training
Other
None
18. If there were financial ramifications for switching to a standards-based report card, what
was the approximate dollar cost?
Under $1000
$1000-$5000
$5000 or more
N/A
19. Does a standards-based report card better inform users perceptions as to a student’s
progress with regard to specific standards when compared to a traditional report card?
Open ended response
20. What challenges are faced by schools that implement standards-based report cards?
Open ended response

STANDARDS-BASED REPORT CARDS

52

21. Do students experience academic benefits when standards-based report cards are
adopted?
Open ended response
Validity
Research needs to be conducted in a way that is valid so that others might be able to use
the result to meet student needs. When considering the ways to make this research valid,
Credibility, Transferability, Dependability, and Confirmability were all important to the
researcher. If the research is not credible, others cannot benefit from the results. When research
lacks the ability to be transferable, it is limited in its value. Research that is not dependable
cannot be relied upon to make decisions. Finally, research that is no confirmable will be view
with guarded scrutiny by others in the field.
Credibility
Hendricks (2017) defines credibility as the overall plausibility of the research findings.
The findings must be rooted in data. Even still, if the results of the findings are unorthodox and
counter to other research, the issue of credibility must be examined in even greater detail. The
research questions for this study are based in the overall worthiness of standards-based report
cards. By surveying those who have already implemented standards-based report cards, it is
likely that results will be more credible when compared to data based only in theory. For this
research, the data is from those who have actually experienced standards-based report cards and
understand both the positive and negative attributes.
Transferability
Hendricks (2017) also recommends that action research studies be transferable meaning
that studies should be applicable to other contexts. This research is based in standards-based

STANDARDS-BASED REPORT CARDS

53

report cards but it does have implications for other contexts as well. For example, those who are
considering using standards-based teaching may benefit from this research as they will
understand how students’ progress may be best reported under a standards-based system. Also,
the results of this study will be directly applicable to other individuals who are considering
standards-based report cards. This information would have been helpful to the research when the
initial question of standards-based report cards was raised during an administrative meeting.
Perhaps in the future other individuals will be able to study this research to make a decision
rather than having to do their own research.
Dependability
For an action research study to be dependable, others should be able to replicate similar
results with similar participants (Hendricks, 2017). This research is dependable as the results
will be based on responses from those who currently use standards-based report cards. It can be
understood that similar results would occur with similar participants as the research is unbiased
in nature. The Reponses elicited will be from the participants themselves with no further
manipulation from the researcher. This important not only for the dependability of the study, but
also for the credibility. By remaining unbiased, the research should answer the research
questions in a way that most benefits students. The ultimate goal is to make a decision based on
what is best for student. Dependability is important to this goal.
Confirmability
In addition to being credible, transferable, and dependable, action research studies should
also be confirmable (Hendricks, 2017). Conformability is achieved when the results of a study
are unbiased. As mentioned above, this research into standards-based report cards is free of bias
as the results are from those who have actually experienced the standards-based report card

STANDARDS-BASED REPORT CARDS

54

implementation process. The researcher has no agenda other than to answer the research
questions. This is important as others may look to this research in order to make decisions about
implementing standards-based report cards. If there is any hint of bias within the results, the
entire research could be viewed as being unconfirmable.
Conclusion
The methodology used for this research is fairly simple and easily replicated by other
researchers. By focusing on the clear purpose of making a recommendation for or against
standards-based report cards for a specific school, it is likely that the answers to the research
questions will impact real change. It is likely that other schools are trying to answer similar
questions, which makes this research important to the overall educational field. While the focus
is on participants in Western Pennsylvania, educators in other areas can extrapolate the results of
this study in order to answer similar questions within their own context.
The actual research plan is based in a simple survey that could easily be replicated by
other researchers. While some questions are specific to Pennsylvania, other researchers could
modify the questions to better suit their own context. Fiscal implications are included as this will
be an important factor for almost any school district. Multiple forms of data are collected
through not only the survey, but other data that is available to the public. All of the standardized
testing results can be found on various Pennsylvania specific websites. Other states likely have
similar data warehousing software that is accessible to the public.
Finally, validity is addressed in a way that is meaningful and authentic. This research
may be used by other educational leaders to make important curriculum decisions. By ensuring
that validity is accounted for, the research becomes more useful to other researchers. It is hoped

STANDARDS-BASED REPORT CARDS

55

that other school leaders will use this data to make decisions based on what is best for students in
their own area.

STANDARDS-BASED REPORT CARDS

56

COVID-19 Update
During this portion of the research project, the world experienced the COVID-19
pandemic. Schools were closed and nearly every portion of life was impacted in some way.
This change to reality led to some changes in the research. While initially a recommendation
was to be made for or against standards-based report cards by the summer of 2020, it became
apparent that the South Butler County School District would be focused on working through the
school closure. While the research continued, the actual recommendation would not be given
until the pandemic ended.

STANDARDS-BASED REPORT CARDS

57

CHAPTER IV
Data Analysis and Results
Introduction
Within this chapter results of the study will be shared. As the research study used many
sources of data, the results from all sources will be reviewed. An explanation regarding the
triangulation of data will be elaborated upon regarding specific data points. Each research
question will be reviewed along with data specific to particular questions. Finally, a discussion
will be included that provides additional insight into the results along with an interpretation of
the findings.
Results
This research project was created as an attempt to answer three questions.
1. What challenges are faced by schools that implement standards-based report cards?
2. Do students experience academic benefits when standards-based report cards are
adopted?
3. Does a standards-based report card better inform users perceptions as to a student’s
progress with regard to specific standards when compared to a traditional report card?
While data was mixed in some areas, in others clear conclusions can be drawn. Each
research question was answered using more than one source of data. For example, the
questionnaire that was used contained several questions that related to challenges faced by
schools when they implement standards-based report cards. Further triangulation took place
during personal interviews conducted by the researcher. Below, each research question will be
addressed along with the data used to answer the question. Charts and graphs will be included
that further explain the results.

STANDARDS-BASED REPORT CARDS

58

Research Question 1-Challenges and Successes
The first research question was designed to learn more about the challenges that schools
face when standards-based report cards are implemented. Several questions on the questionnaire
were related to this question. At the same time, it is important to understand areas that districts
were successful so that other districts might replicate their results. Challenges can be both fiscal
and logistical. With this in mind, the questionnaire was designed to garnish practical information
that could readily be used by school districts.
When respondents were asked about the successes they enjoyed during their
implementation of standards-based report cards, 75% indicated that staff buy-in was well
established (figure 1). This would support much of the literature reviewed earlier (Guskey,
2011). The remaining 25% of respondents indicated the parent buy-in was essential. This would
seem to indicate that stakeholder buy-in is one of the greatest challenges that can be faced by
districts implementing a standards-based report card. This data was further triangulated during
follow-up interviews with respondents. During those interviews, staff and parent buy-in was
mentioned to be a key indicator of success for each respondent.
Figure 1
What Was the Most Successful Part of Your Implementation?

STANDARDS-BASED REPORT CARDS

59

When respondents were asked about the greatest challenge they faced during the
implementation of standards-based report cards, the results indicated that while some
respondents listed professional development and staff buy-in as issues, most respondents choose
other. This led the researcher to explore the open-ended comments for this particular question.
Upon reviewing this information, it was noted that respondents wrote about what they considered
to be a lack of understanding of the expectations for each standard. Other respondents wrote that
there needed to be a culture shift regarding the entire notion of grades. This relates directly to
Guskey (2011) and the need for community and staff education and professional development.
With this information, it can be assumed that staff development is paramount to the success of an
implementation.
Respondents were also asked if teachers support standards-based report cards. This
question had very few responses, but 100% of the participants indicated that teachers do support
standards-based report cards. This may be because most respondents have had standards-based
report cards in place for many years. It can be concluded that the initial change to a standardsbased report card can be difficult, but many teachers come to support the change after it is made.
Another question related to the support of standards-based report cards was directed at
the administrator themselves. When responding to this question, there was an overwhelming
support of standards-based report cards as well. Again, this may relate directly to the fact that
most respondents have had standards-based report cards in place for many years. This
information was further reinforced when respondents were asked about parental support for
standards-based report cards. Again, 100% of the respondents indicated that families do support
standard-based report cards.

STANDARDS-BASED REPORT CARDS

60

Participants in the research study were asked if they educate families with regard to
standard-based report cards. While the participation rate for this question was fairly low, zero
respondents indicated that they did not educate their families. Instead, 66% of respondents
indicated that they used face-to-face meetings to educate their families while the remaining
participants used print or online information (Figure 2).
Figure 2
How Districts Educate Their Families Regarding Standards-Based Report Cards

Participants were asked about the financial ramifications of a switch to a standards-based
report card. During interviews, respondents reported that were charges for vendors realigning
student information systems to reflect the change. There were also charges for staff training as
many districts allowed their teachers to observe other teachers who had already switched to a
standards-based system. The main cost was for substitute teachers. When asked specifically
about the costs, 100% of respondents reported a cost of less than $1000.
One participant reported on some unseen financial ramifications of making the switch to
a standards-based report card. The respondent wrote that the biggest challenge for his particular
district was the time it took to train staff and to work with vendors to make the necessary
technological changes.

STANDARDS-BASED REPORT CARDS

61

The respondent wrote:
“Time to make changes to the format of report cards in the computer programs or
software used for grading (was the greatest challenge). Also, time to train staff in using a
standards-based report card (was) substantial.”
While the respondent did not list a dollar amount, it is important to note that this unseen
financial ramification would likely push the total cost for a change to a standards-based report
card well over the reported $1000 mark.
The answer to the first research question seems to align well with the literature study
presented earlier. For example, Marzano (2007) pointed out the parent buy-in is essential to the
success of the implementation to a standards-based report card. This work was backed up by
Guskey and Bailey (2010) when they wrote that professional development and parent education
are key components. The challenges of a standards-based switch are clear. However, there are
research-based ways to overcome these challenges.
Research Question 2-Academic Benefits
The second research question was designed to learn more about the academic benefits
students receive when a standards-based report card is in use. Questions on the questionnaire
were directly related to this question. While it is easy to quantify student achievement results
prior to and post a standards-based implementation, it is important to remember that increases or
decreases in scores may or may not be directly related to standards-based report cards.
When participants were asked whether their students performed better on standardized
tests before or after the implementation of standards-based report cards, every respondent
indicated that they did not know. This may be because the implementation took place many

STANDARDS-BASED REPORT CARDS

62

years in the past. As mentioned during the literature review, answers to this type of question are
often mixed.
This was true when participants were later asked whether their Pennsylvania State
System of Assessment (PSSA) reading scores improved under a standards-based report card. A
total of 66% of respondents indicated that their scores did improve (Figure 3). This seemed to be
in direct conflict with respondents’ earlier answers.
Figure 3
Have Your PSSA Reading Scores Improved Under a Standards-Based Report Card?

When participants answered the follow-up question that asked whether they contributed
the increase in achievement to standards-based report cards, 100% of respondents indicated that
standards-based report cards were not related to their success. This data was triangulated during
additional interviews conducted by the researcher. Respondents indicated that while standardsbased report cards are important, they are not the key to student success. This would align well
with the literature review presented earlier in this project.
A similar question was later asked on the questionnaire but rather than focusing on
reading scores, the question asked about math performance. Specifically, the question asked

STANDARDS-BASED REPORT CARDS

63

respondents if their PSSA math scores improved under a standards-based report card.
Surprisingly, 100% of respondents indicated that their students’ math scores did not improve
under a standards-based report card (Figure 4). The total number of respondents for this question
were less than the total number for the question regarding reading. This may have skewed the
scores somewhat.
Figure 4
Have Your PSSA Math Scores Improved Under a Standards-Based Report Card

The responses to the questions that were asked regarding a correlation between student
achievement and the use of standards-based report cards align well with the literature that was
reviewed earlier. Results are often mixed in this area. For example, recall that Clymer and
William (2007) studied a group of eighth-grade students who experienced a shift from traditional
grading to standards-based grading within their science courses. While research results indicated
that students who were exposed to the standards-based system reported having a greater focus on
the mastery of material when compared to those who had not, this did not necessarily lead to
higher achievement scores.
The Fink (2015) study mentioned earlier is another example. In this study, quantitative
and qualitative achievement data was collected from 63 high school students. Students in this

STANDARDS-BASED REPORT CARDS

64

study had a lower class grade average in the standards-based classroom, yet scored higher on
assessments that were directly related to the mastery of Common Core State Standards (CCSS).
Greene (2015) also found little to no correlation between standards-based report cards and
student achievement.
Other researchers have found a very strong correlation between standards-based report
cards and student achievement. As mentioned in the literature review section of this report,
Rainey (2016) demonstrated that a strong correlation existed between high standardized test
scores and standards-based report cards. This research was similar to a research that took place
in Colorado (Haptonstall, 2010). In this study, schools that used a standards-based report card
had a greater correlation to students’ report card scores and their scores on the Colorado state
achievement tests. Other researches like Sieling (2013) produced similar results in other states
like Minnesota.
These mixed results were further triangulated through open ended questions on the
questionnaire as well as anecdotal evidence garnished through interviews. For example, when
asked the research question directly, one participant responded that he did not believe there was a
correlation between academic achievement and standards-based report cards. The participant
believed that the real benefit was that a switch to a standards-based report card forced staff
members to lay out goals and to create action plans for meeting goals. This was in contrast to
another respondent who believed that a very strong correlation existed between standards-based
report cards and academic achievement. His comments are below:
When zeroes, participation points, extra-credit, and a number of other
assessment practices (i.e. completion points) lend to a grade that may or may not
accurately reflect the learning, the standards-based report cards point directly to

STANDARDS-BASED REPORT CARDS

65

the curricular outcomes we have articulated for our respective courses and grade
levels and speak to exactly where a student stands on the continuum of learning
versus an average of multiple points of assessment that may be skewed,
influenced, and manipulated by behavioral measures and/or singular assessments
that skew grades both positively or negatively (Quote from participant).
Research Question 3
Research question number 3 was designed to lead to an understanding of how standardsbased report cards inform the user when compared to traditional report cards. Specifically, the
question was: Does a standards-based report card better inform users perceptions as to a
student’s progress with regard to specific standards when compared to a traditional report
card? In order to answer this question, the questionnaire included several opportunities for the
participants to express their thoughts on the experience of various users. These questions
focused on parents, teachers and administrators as it is possible for each user group to have
dissimilar experiences.
The first question from the questionnaire asked participants if they believe teachers
support standards-based report cards. While this question was used earlier in this report with
regard to challenges and opportunities with the implementations process, it certainly can be used
to determine how teachers experience standards-based report cards. When responding to this
question, all participants who currently have standards-based report cards, indicated that their
teachers do support standards-based report cards. From this response, it seems that teachers feel
that standards-based report cards better inform them with regard to specific standards when
compared to a traditional report card.

STANDARDS-BASED REPORT CARDS

66

The second question from the questionnaire asked the respondents, who were all
principals or administrators, if they support standards-based report cards. Again, for those who
already had standards-based report cards in place, every respondent indicated that they do
support standards-based report cards. As with the earlier question, it can be concluded that
administrators feel that standards-based report cards do better inform them with regard to
specific standards when compared to traditional report cards.
The next question asked participants about how parents view standards-based report
cards. Specifically, the question asked if families support standards-based report cards. As with
the other questions reviewed earlier, all respondents were administrators who already had
standards-based report cards in place. Every respondent indicated that families do support
standards-based report cards. This further reinforces the concept that standards-based report
cards do better inform users when compared to traditional report cards.
A later question asked if school districts educated their families with regard to
interpreting a standards-based report card. Again, the respondents were all administrators who
already had standards-based report cards in place. Each respondent said that they do educate
their families through either face-to-face meeting or through online information. This aligns well
with the fact that respondents indicated that their families prefer standards-based report cards
over traditional report cards. Without educating their families, the results would likely be much
different.
Finally, respondents were asked if they feel better informed by a standards-based report
card of by a traditional report card. Again, each respondent already had standards-based report
cards in place. In alignment with earlier responses, every respondent indicated that they feel
better informed by a standards-based report card when compared to a traditional report card.

STANDARDS-BASED REPORT CARDS

67

This is not surprising as each of these respondents had already adopted and were used to reading
a standards-based report card.
The open-ended response portion of the survey was open to all respondents including
those who have not adopted a standards-based report card. This section produced differing
results when compared to earlier sections that were only answered by those who had already
adopted standards-based report cards. When asked directly the third research question as
written, the respondents seemed to interject some opinion rather than fact. As a reminder, the
third research question asked if a standards-based report card better informs users perceptions as
to a students’ progress with regard to specific standards when compared to a traditional report
card.
One respondent wrote that he does not believe a standards-based report card better
informs users when compared to a traditional report card. He mentioned that the language used
by within current standards would be hard for outside stakeholders to understand as his
reasoning. However, as the data indicates, with a strong parent/family education program in
place, end users prefer standards-based report cards.
Another respondent wrote that parents might be confused by standards-based report
cards. In addition, the respondent felt that with most school having an online report card, parents
are able to check on a student’s progress at any time. This respondent seems to be referring to
checking a student’s overall status with regard to letter grades rather than their progress with
individual standards.
Other responses were more aligned with earlier responses. For example, one respondent
wrote that standards-based report cards are more geared toward mastery of specific concepts

STANDARDS-BASED REPORT CARDS

68

while a traditional report card seeks to only assign an ambiguous grade. Several other
respondents simply wrote that they do believe standards-based report cards better inform users.
When quantifying the overall responses to this question, the results were supportive of
standards-based report cards (Figure 5).
Figure 5-Does of Standards Based Report Card Better Inform Compared to a Traditional
Report Card?
70
60
Yes

50
40
30

Yes with
reservations

20

No

10
0

Percentage of Respondents

Data was triangulated through personal interviews with specific respondents and from
those who did not participate in the initial survey. During these interviews, the question of
parent and family education was brought up several times. For example, when those who do not
have standards-based report cards in place were asked about why they have not made the
decision to implement them, the fear of parents not understanding terminology came up. While
the evidence is clear that once parents are educated on the topic, standards-based report cards are
effective, it seems that many districts are still cautious.
Discussion
Data from each research question was analyzed and triangulated with data from the
questionnaire along with anecdotal data from interviews. Further, state standardized testing
information was used to attempt to align data from the questionnaire and interviews. This
triangulation process ensures that results are valid and credible. Each research question was

STANDARDS-BASED REPORT CARDS

69

answered through this research project in a way that aligns well with the literature review
presented earlier.
The first research question was designed to learn more about the challenges and the areas
of opportunities for districts who are considering implementing standards-based report cards.
The literature review focused heavily on a few key topics that seem to align well with research
results. First, administrators must fully understand their own reasoning for changing to
standards-based report cards. Once they themselves have bought into the process, teachers must
be fully educated on the topic. After teachers are educated, families and the community at large
must understand the reasoning behind the change. This buy-in process is supported heavily by
the data gathered within this research project.
The fiscal challenges of implementing a standards-based report card are minimal. The
literature review within this research project indicated that even districts with few financial
resources are able to implement the new design. When participants were asked specifically
about the fiscal restraints, they listed things like an expense for substitute teachers during the
professional development process. This along with costs related to the technical design of the
report card are all manageable for most districts.
Research question two focused on academic achievement when standards-based report
cards are implemented. The review of the literature was mixed on this topic. While some
research seems to indicate a correlation between an increase in standardized test scores and the
use of standards-based report cards, other research seems to contradict. The research conducted
within this study produced similar results. While some respondents indicated that there were
minor gains seen after the implementation of standards-based report cards, most respondents
indicated that there was no correlation.

STANDARDS-BASED REPORT CARDS

70

When this was further triangulated with data from the state department of education, no
correlation could be seen. From this, it can be concluded that while teachers may teach
differently when a standards-based report card is in place, there is no correlation between the
report card itself and improved standardized test scores. However, there is evidence that teachers
do change their teaching so that it is more focused on standards when a standards-based report
card is being used.
It could be argued that the fact that teachers are more focused on standards is reason
enough to switch to a standards-based report card. However, the actual research question for this
project was designed to understand if there is a correlation between academic achievement on
standardized test and the use of standards-based report cards. The answer appears to be that
there is little to no correlation between the two.
The final research question focused on whether a standards-based report card better
informed users as to a student’s progress with regard to individual standards when compared to a
traditional report card. The literature review presented earlier supported the fact the end users
are better informed by a standards-based report card. However, it is essential that end users are
educated on the topic of standards in general and standards-based report cards specifically so that
they can fully appreciate and understand the information a standards-based report card provides.
The research presented in this project aligns well with the literature review and the body
of research. Many participants wrote that they do educate their families and parents with regard
to a standards-based report card. Some do this through face-to-face meetings while others rely
on printed text or technology. Which ever method is chosen, this seems to be an essential part
of any successful implementation.

STANDARDS-BASED REPORT CARDS

71

This data was triangulated through individual interviews with participants who had
already implemented standards-based report cards. Again, participants were quick to point out
the fact that they view education as key. This was further triangulated when interviewing those
who had not already adopted standards-based report cards. Many participants wrote that they
felt standards-based report cards would not be easily understood by parents and families. This
was a common reason as to why participants had not implemented standards-based report cards.
The body of evidence here indicates that with some training, parents and families can understand
standards-based report cards and that they are indeed better informed by them when compared to
traditional report cards.
Summary
With the research questions being fully answered by this research along with the body of
literature, it is possible to focus specifically on the South Butler County School district at large
and the Primary School specifically. It is clear that the first step of the process is to create buyin. This first has to begin with the administration and the school board. After that is
accomplished, buy-in must be created with the staff. Finally, parents must buy-in to the change
as well.
It is also clear that standards-based report cards cannot specifically be linked to student
achievement. However, data indicates that teachers and students are more standards-focused
when a standards-based report card is in use. This fact alone is important and fits well with the
goals of the Primary School at the South Butler County School District. It is important that the
focus does not turn to heavily to improved standardized test scores as this is not fully supported
by the data.

STANDARDS-BASED REPORT CARDS

72

Finally, this research has shown that end users are indeed better informed with regard to a
student’s progress with a specific standard when compared to a traditional report card. However,
this is only true when the end user is well educated on the topic of standards and standards-based
report cards. At the Primary School, this is something that would have to take place on a yearly
basis as new Kindergarten students are arriving every year. A follow-up training would be
important annually for students and parents who are returning as they may not fully understand
the process.
Everything mentioned in this summary is possible to be accomplished at the Primary
School. It is important to lay out a sequenced order of events so that a recommendation can be
made. Also, it is important to consider the fiscal implementations of the change, but as
mentioned earlier, these are minimal. With the data presented in this project, a recommendation
can be made that is fully supported by research.

STANDARDS-BASED REPORT CARDS

73

CHAPTER V
Conclusions & Reflective Planning/Applications
Introduction
The research presented throughout this document has been focused on guiding a
recommendation for the South Butler County School District and the Primary School in
particular. In this chapter, conclusions will be outlined and triangulated with data from other
sources. An application for the Primary School at South Butler School District will be provided
and implications will be expressed in tangible terms. A more in-depth study of the specific
financial ramifications will be discussed along with facts and figures regarding the actual budget
at the Primary School.
The final portion of this chapter will focus on future directions for the Primary School
along with possibilities for future research. New research questions will be identified that will be
valuable for the second year of implementation. Unforeseen impacts will be addressed along
with a reflection as to what has been learned throughout the project. Finally, a concluding
statement will be provided along with some final thoughts.
Conclusions
This research project was designed with the ultimate goal of informing a decision
regarding the implementation of standards-based report cards at the South Butler School District
and the Primary School specifically. The researcher is the principal at the Primary School and
has been charged with recommending a decision. Data collected throughout the research project
are strong enough to inform this decision.
With regard to the first research question, it is obvious that there are challenges to
implementing a standards-based report card. Data indicates that the buy-in process is essential

STANDARDS-BASED REPORT CARDS

74

and must be sequential. First, administrators and school boards must buy-in, followed by
teachers and the community. The research was clear that this process sets the foundation for the
overall success or failure of the implementation process.
There are also technical challenges that must be addressed. The student information
system within any school that is considering making the change to standards-based report cards
must be configured to allow for the change. The technical requirements for this change will vary
depending on the system being used, but this must be addressed before moving forward. After
all, there is no sense making a recommendation for a change that is not possible due to technical
restraints.
Parents must be educated as to how to read and interpret a standards-based report card.
The earlier literature review indicated that this is paramount to the success of an implementation.
Research conducted throughout this project has reinforced that parent education is important to
the success of the implementation process. In fact, many respondents wrote that parent
education needs to be a priority for any district considering making the change to standardsbased report cards.
The second research question focused on whether students experience academic benefits
when a standards-based report card is in use. The literature on this topic has been mixed. Some
studies have found that there is an academic benefit for students when a standards-based report
card is used and other studies have shown that there is no correlation. The research within this
study was mixed as well. While some districts reported minor gains, an examination of actual
standardized scores from the state of Pennsylvania could not support this claim.
It will be important to base the decision to implement a standards-based report card on
reasons that do not include academic benefits. With the research being mixed on the subject,

STANDARDS-BASED REPORT CARDS

75

buy-in could be in jeopardy if administrators taught academic benefits as being the primary
reason for the switch to a standards-based report card. Instead, administrators should focus on
the switch being important so that a greater focus can be made on standards rather than on
improving test scores.
The third research question focused on whether standards-based report cards better
inform users with regard to a students’ progress with a specific standard when compared to a
traditional report card. An initial review of literature indicated that a standards-based report card
does indeed better inform users, but this comes with some caveats. The key here is that users
must be educated with regard to the reading and interpretation of standards-based report cards.
This fact was backed up by the research contained within this document through both the
questionnaire as well as individual surveys.
A successful implementation at the Primary School will include a formal education
process for all users including parents. This needs to be mapped out in a way that takes into
account individual schedules and needs. A strong technical version of the training will be
important as not everyone will be able to attend face-to-face meetings. There will be fiscal
implications for this training which will be outlined later in this chapter.
Applications at South Butler Primary School
The South Butler Primary School serves students in grades kindergarten through third.
The total student population fluctuates from 550 to 600 students in any given year. The annual
budget for general supplies in the building is approximately $45,000 per year. There is a mix of
teachers with experience and those that are fairly new with the average length of tenure being 12
years. Due to Covid-19, the district is currently experiencing a shortfall for the upcoming

STANDARDS-BASED REPORT CARDS

76

budget. The school uses a math series that is 7 years old and a reading series that is 2 years old.
Finally, the current student information system is Skyward.
The first step in adopting a standards-based report card for the South Butler Primary
School is for the administration to be educated on the topic. The primary researcher in this
research project is the principal at the South Butler Primary School. It will be the principal’s
responsibility to work with his superintendent to develop an understanding of what a standardsbased report card can do for the Primary School. The superintendent at the South Butler County
School District is already supportive of the change to a standards-based report card at the
Primary School.
School board members must be fully informed if a change to a standards-based report
card is being considered. Each year, a curriculum committee comprised of school board
members meets in February to discuss any curricular changes at the South Butler County School
District. School board members should be made aware that the administration is exploring a
possible adoption during the summer of 2020. This will give an adequate amount of time for
board members to become fully acquainted with standards-based report cards before they are
actually adopted in February of 2021.
This research has demonstrated that teachers are key players when it comes to a
successful implementation of standards-based report cards. During the summer of 2020, the
principal at the South Butler Primary School will work with a small group of teachers to begin
the exploration process. These teachers will be the grade level facilitators at South Butler
Primary School. The principal will present the research from this document to the teachers so
that they are able to develop an understanding of standards-based report cards. Once buy-in has
been created with this group, a strong foundation will have been laid for the next steps.

STANDARDS-BASED REPORT CARDS

77

After working with grade-level facilitators, it will be important to introduce the topic of
standards-based report cards to the entire teaching staff at South Butler Primary School. The
principal will use the summer of 2020 to design a professional development plan that addresses
the teachers at South Butler Primary School. This plan will involve staff meetings leading up to
the start of the school year where the information from this research will be presented.
Volunteers for an adoption committee will be accepted and a plan for a visit to another school
district will be started. It is important that teachers are able to speak with other teachers who
already use standards-based report cards so that their questions can be answered by someone
with experience.
The South Butler Primary School has a very strong Parent Teacher Organization (PTO).
Members of the PTO are key players at the school and are very involved. The principal at South
Butler Primary School will work with the PTO so that they understand standards-based report
cards. A plan will be developed that includes parent information nights so that parents are fully
educated on the topic. In addition, Social Media will be utilized to disperse information. The
main Social Media to be used will be the PTO’s Facebook page which has nearly 800 members
and several followers.
The technology department at the South Butler County School District will be
instrumental in actually making the change to a standards-based report card. Currently, the
district uses the Skyward student information system. This system allows for a transition to
standards-based report cards, but the particular format provided may or may not meet the needs
of the South Butler Primary School. As the 2020-21 school year develops, a recommended
report card format will be created. It will be important for the technology team to work with

STANDARDS-BASED REPORT CARDS

78

teachers so that the format created is actually possible from a technical standpoint. It would be
futile to create a report card that technology could not support.
When discussing a standards-based report card with the staff and parents at South Butler
Primary School, it will be important that the principal explains the research behind the academic
benefits of the implementation. As mentioned earlier in this research, studies have produced
mixed results with regard to a correlation between standards-based report cards and improved
academic achievement. While the goal of any school is to improve academic achievement, an
adoption of a standards-based report card may or may not contribute to improve scores.
However, the research is clear that when teachers and students use standards-based report cards,
there is a paradigm shift in the teaching and learning process. Teachers are more focused on
standards and individual goals and students are less worried about letter grades and are more
concerned with mastery of specific goals. This is the reason to shift to a standards-based report
card. Academic achievement may or may not be a byproduct of the change.
The third research question in this project focused on whether standards-based report
cards better inform users with regard to a student’s progress with individual standards when
compared to a traditional report card. This research question was supported affirmatively
throughout this project. However, end users are only better informed if they are fully educated
on how to read and understand a standards-based report card.
As mentioned earlier, the South Butler Primary School administration will educate end
users with regard to standards-based report cards. However, this may not be enough. The
principal at South Butler Primary School will need to be able to address concerns parents have
regarding the end of letter grades. They will likely ask questions about what grades translate to
what standards scores. For example, if a student is secure with a particular standard, does that

STANDARDS-BASED REPORT CARDS

79

translate to an A? The answer is that letter grades are no longer being used, but this will be very
hard for many parents to understand.
In order to counter parent concerns, it will be important for the South Butler Primary
School staff to create a Frequently Asked Questions document that answers many of the
concerns parents will likely have. As staff members are working with parents, they will need to
refer to the Frequently Asked Questions document so that all parents are receiving the same
message. Once a staff member answers a question in a way that is not approved or supported by
the district, parents will become very confused. For example, if a staff member answers the
earlier question about secure relating to an A in a way that leads a parent to believe that letter
grades are still in place, much of the foundational work that had been done earlier will likely be
ineffective.
The implementation process for any change as large as a switch to a standards-based
report card can be a daunting task for staff and administration. Many examples of failed
attempts have been discovered during this research. With a clear plan laid out, it is more likely
that the South Butler Primary School will enjoy a successful implementation that is research
focused.
Fiscal Implications
It is important to consider the fiscal implications of a switch to a standards-based report
card at South Butler Primary School. As mentioned earlier, the overall budget for the Primary
school general supplies in 2020-21 is approximately $45,000. In this section, costs for
technology, professional development and unseen costs will all be examined. It is important to
consider fiscal implications for South Butler Primary School and for the South Butler County

STANDARDS-BASED REPORT CARDS

80

School District overall. These numbers will certainly be important to both school board
members and the community at large.
The first costs to consider are the technical costs for making a switch from a traditional
report card to a standards-based report card. As mentioned earlier, the South Butler Primary
School uses Skyward as their student information system. While Skyward has a standards-based
report card option, this is not the option that the district currently uses. Whenever there is a
technical change to be made, vendors often charge a fee for making such changes. This will be
the case if the South Butler Primary School makes the change to a standards-based report card.
When examining the actual cost for the technical change at the Primary school, it has
been determined that the vendor will charge approximately $1000 to make the change from a
traditional report card to a standards-based report card. Figure 6 represents this change in a pie
graph for expressed as an overall comparison to the general supplies budget at the Primary
School.
Figure 6-Technical Cost

Technical Fee
Remainder of
Budget

STANDARDS-BASED REPORT CARDS

81

As demonstrated in the chart (Figure 6), the technical fee for making a change to a
standards-based report card is 2% of the total budget for general supplies at the South Butler
Primary School.
Another fiscal factor to consider is the costs for professional development with regard to
a switch to a standards-based report card. When the team from South Butler Primary School
attend other schools to learn more about their program, there will be a cost for substitute
teachers. It is likely that the team from South Butler Primary School will have 5 members who
are classroom teachers. Other members will be included, but they will likely be auxiliary staff
who do not require substitutes. The South Butler County School District pays their subs at a rate
of $100 per day. Therefore, each day of professional development will likely cost $500 in
substitute teacher fees. Considering that professional development days will number 4 in total
for the 2020-21 school year, the total cost will be $2000 (Figure 7).
Figure 7-Substitute Teacher Costs

Fee For Substitues

Remainder of
General Supply
Budget

As expressed in Figure 7, the cost for substitute teachers as expressed as a part of the overall
general supply budget for the South Butler Primary School is approximately 4%.

STANDARDS-BASED REPORT CARDS

82

There will be unseen costs for the switch to a standards-based report card. For example,
administrators and technical staff will need to put in man hours to design the details related to a
switch to a standards-based report card. While these man hours are already built into the
district’s budget for salaries, it is important to note that these costs do exist. It is estimated that
the principal at South Butler Primary School will spend approximately 20 hours on designing the
implementation process. The Primary School principal is paid an annual salary rather than an
hourly wage. However, the Primary Principal is expected to work 260 days per year. When
considering that the average salary for a principal in a similar position is approximately $100,000
per year, the daily rate for the principal is $384 per day. If the principal works an average of 9
hours per day, his hourly rate is effectively $42 per hour. Working from these figures, the total
cost in man hours for the principal to implement a standards-based report card is $854 (Figure 8).
As expressed below, the total costs in manhours when compared to the principal’s overall salary
is less than 1%.
Figure 8-Manhour Costs for Principal

Salary Costs for
Principal
Principal's
Remaining Salary

STANDARDS-BASED REPORT CARDS

83

When considering the total cost for a switch from traditional report cards to standardsbased report cards at the Primary School, the figure for the technical costs along with the
professional development cost is $3000 (Figure 9).

Figure 9-Technical Costs and Substitute Costs

Technical Costs
Substitute Costs
Remainder of
budget

The entire budget for the South Butler County School District is greater than
$35,000,000. The total cost for the switch to a standards-based report card including the
manhour costs is $3854. This is expressed in Figure 10 as a portion of the entire district budget.

STANDARDS-BASED REPORT CARDS

84

Figure 10-Total Cost vs District Budget

Total Cost
Remainder of
District Budget

The total fiscal cost for the change from a traditional report card to a standards-based
report card is minimal when compared to both the building budget and the overall district budget.
While fiscal costs need to be considered, there is nothing that is prohibitive from a fiscal
standpoint that would cause the change to fail. It will be important to make all stakeholders
aware of this data so that costs are understood and managed.
Recommendations
The research presented in this documented has given the principal at South Butler
Primary School enough information to make a decision about changing from a traditional report
card to a standards-based report card. The literature review was informative as it demonstrated
how a traditional letter grade system is antiquated. While it seems obvious that a standardsbased system would better inform an end-user, it was still important to understand that research

STANDARDS-BASED REPORT CARDS

85

backs up this idea. Additionally, it was important to understand where letter grades came from
and why they are still used. These sorts of deep-rooted traditions are hard to break, but by
having an understanding of their origin, they can be understood and overcome.
The literature review was also important in that it indicated that there are some very
specific challenges that districts face when they implement a standards-based report card. Many
of the challenges can be overcome through careful planning. For example, it is clear that many
parents will try to associate a standards-based narrative with a letter grade. By understanding
that this may occur, the principal at South Butler Primary can take steps to answer questions
before they arise.
The buy-in process was something that was important throughout the literature review as
well. Teacher buy-in is important, but so is parent and community buy-in. It is clear that this
process needs to be logically planned out as well if an implementation is to be successful. This
is an important foundational process that may define success or failure.
The actual research contained within this document aligned with much of the research
that was presented during the literature review. For example, it is clear from both the research
and the literature review that challenges faced by districts across the country are very similar to
those face by districts in Western Pennsylvania with regard to the implementation of a standardsbased report card. These challenges will most certainly be present during the implementation at
South Butler Primary School. In addition, the mixed results concerning academic achievement
will likely be similar to the results at South Butler Primary School. Finally, the fact that a
standards-based report card better informs users as to the progress an individual student is
making toward a standard will certainly hold true for South Butler Primary as well.

STANDARDS-BASED REPORT CARDS

86

With all of the data taken into consideration, the principal at South Butler Primary School
will be making a recommendation to adopt standards-based report cards. The research contained
within this document will be paramount when describing the reasoning behind this decision. At
South Butler Primary School, the principal tries to make every decision based on what is best for
kids. The data indicates that a switch to a standards-based report card is indeed what is best for
kids.
Future Research
When completing this research, several gaps in the literature were apparent. Many of
these gaps related to specific groups of students. For example, there is very little research into
standards-based report cards and traditionally underserved populations. Likewise, there is little
research into standards-based report cards and their impact on students who receive learning
support services. Additionally, much of the research into standards-based report cards focuses
on the primary grade students. There is little research into the high school population and even
less research into the post-secondary population. It would seem that adults could benefit from a
standards-based reporting system just as children could. Therefore, an additional list of future
research questions has been compiled.
1.

What are the positive and negative impacts of a standards-based report card on
traditionally underserved populations?

2. What are the positive and negative impacts of a standards-based report card on students
who receive learning support services?
3. What are the challenges to implementing a standards-based report card at the High
School level and how can they be overcome?

STANDARDS-BASED REPORT CARDS

87

4. What are the challenges to implementing a standards-based report card at the postsecondary level and how can they be overcome?
5. Does a standards-based reporting system benefit students at the high school level?
6. Does a standards-based reporting system benefit students at the post-secondary level?

These research questions will be important to answer in the future. The first two research
questions are of particular interest as the implementation at South Butler Primary School will
certainly have an impact on both traditionally underserved student populations as well as those
who are receiving learning support services. Therefore, during the 2021-22 school year, data
will be collected with regard to both of these populations. These data will be shared with
additional staff members and administrators so that adjustments can be made if warranted.
Summary
This research has answered three important questions each of which will be used to guide
the implementation of standards-based report cards at South Butler Primary School. First, the
research pointed out challenges along with opportunities with regard to the implementation
process. By understanding each of the challenges, a plan has been developed to counteract the
difficulties.
Next, it was shown that the South Butler Primary School may or may not experience
academic gains on standardized test scores as the research has produced mixed results. This
aligned with earlier research done by others. The important takeaway is that South Butler
Primary School should adopt standards-based report cards because of the paradigm shift to a
focus on standards rather than the expectation of higher standardized test scores. The benefits

STANDARDS-BASED REPORT CARDS

88

students receive from the change come from the instruction that is delivered rather than higher
achievement on standardized test scores.
Finally, the research clearly indicated that a standards-based report card better informs
users as to a student’s progress with regard to an individual standard. This fact is especially true
when districts take the time to fully educate end users on what a standards-based report card is
and how it can be used to meet students’ needs. It will be important for South Butler Primary
School to educate the staff and the community so that the implementation is successful.
The process of switching from a traditional report card to a standards-based report card is
a daunting task. At South Butler Primary School, the goal is to make every decision based on
what is best for kids. This research has indicated that a switch to a standards-based report card is
indeed what is best for kids. While the process will be difficult, the research presented here will
be invaluable to the implementation of a standards-based report card at South Butler Primary
School.

STANDARDS-BASED REPORT CARDS

89

References
Aidman, B.J. (2001, January). Building a better report card. The Education Digest, 66(5), 4953.
Bloom, B. S. (1968). Learning for mastery. Evaluation Comments, 1, 1-14.
Bowers, A.J. (2011). What’s in a grade? The multidimensional nature of what teacher-assigned
grades assess in high school. Educational Research and Evaluation, 17, 141-159.
Brookhart, S. M. (2011). Grading and learning: practices that support student achievement.
Bloomington, IN: Solution Tree Press.
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. f.,
Welsh, M. E. (2016). A century of grading research. Review of Educational Research,
86(4), 803-848.
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
Cizek, G.J. (2000). Pockets of resistance in the assessment revolution. Educational
Measurement: Issues and Practice, 19(2), 16-23. Doi:10.1111/j.17453992.2000.tb00026.x
Clymer, J. B., & William, D. (2007). Improving the way we grade science. Educational
Leadership, 64(4), 36-42.
Cox, K. B. (2011). Putting classroom grading on the table, a reform in progress. American
Secondary Education, 40(1), 67-87.
Fink, A. M. (2015). A comparative analysis of a standard based grading system versus a
traditional based grading system with respect to student academic achievement and
motivation. (Doctoral dissertation, Concordia University-Chicago). Retrieved from
ProQuest Dissertations and Theses database. (UMI No. 368905)

STANDARDS-BASED REPORT CARDS

90

Greene, G. L. (2015). An analysis of the comparison between classroom grades earned with a
standards-based grading system and grade-level assessment scores as measured by the
Missouri assessment program. (Doctoral dissertation, Lindenwood University).
Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3737088)
Guskey, T.R. (2001). Helping standards make the grade. Educational Leadership, 59(1), 20-27.
Guskey, T. R. (2004). The communication challenge of standards based reporting. Phi Delta
Kappan, 86(4), 326-329.
Guskey, T. R. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670675.
Guskey, T. R. (2011). Five obstacles to grading reform. Educational Leadership, 69(3), 16-21.
Retrieved from http://www.ascd.org/publications/educaionalleadership/nov11/vol69/num03/abstract.aspx.
Guskey, T. R. (2013). The case against percentage grades. Educational Leadership, 71(1), 6872.
Guskey, T. R. & Bailey, J. M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA: Corwin Press.
Guskey, T. R. & Bailey, J. M. (2010). Developing standards-based report cards. Thousand
Oaks, CA: Corwin Press.
Guskey, T. R., & Jung, L. A. (2016). Why you should trust your judgment. Educational
Leadership, 73(7), 50-54.
Hall, P. M., & McGinty, P. J. (1997). Policy as the transformation of intentions: Producing
program from statute. The Sociological Quarterly, 38, 439-467.

STANDARDS-BASED REPORT CARDS

91

Hanushek, E. A. (2004). Some simple analytics of school quality (Working paper 10229).
Cambridge, MA: National Bureau of Economic Quality.
Haptonstall, K. G. (2010). An analysis of the correlation between standards-based, nonstandards-based grading systems and achiement as measured by the Colorado student
assessment program (CSAP). (Doctoral dissertation, Capella University). Retrieved
from ProQuest Dissertations and Theses database. (UMI No. 3397087)
Hargis, C. H. (2003). Grades and grading practices: obstacles to improving education and to
helping at-risk students. Springfield, IL: Charles T. Thomas Publisher.
Heflebower, T., Hoegh, J. & Warrick, P. (2014). A school leader’s guide to standards-based
grading. Bloomington, IN: Marzano Research Laboratory.
Hendricks, C. (2017). Improving schools through action research. A reflective practice
approach. Boston, MA: Pearson.
Iamarino, D. L. (2014). The benefits of standards-based grading: A critical evaluation of modern
grading practices. Current Issues in Education, 17(2), 1-12.
Krumboltz, J. D., & Yeh, C. J. (1996). Competitive grading sabotages good teaching. Phi Delta
Kappan, 78(4), 324-326.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for
effective instruction. Alexandria, VA: Association for Supervision and Curriculum
Development.
Marzano, R. J. (2010). Formative assessment and standards-based grading. Alexandria, VA:
ASCD.

STANDARDS-BASED REPORT CARDS

92

Marzano, R. J. & Kendall, J.S. (1996). A comprehensive guide to designing standards-based
districts, schools, and classrooms. Aurora, CO: Mid-Continent Regional Educational
Laboratory.
Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational
Leadership, 69(3), 34-39.
Matthews, W. J. (2012). Constructivism in the classroom: Epistemology, history, and empirical
evidence. Teacher Education Quarterly, 30(3). 51-64.
McCombs, B. L., & Miller, L. (2007). The school leader’s guide to learner-centered education.
Thousand Oaks, CA: Corwin Press.
McMillian, J. H. (2001). Secondary teachers’ classroom assessment and grading practices.
Educational Measurement: Issues and Practice, 20(1), 20-32.
McMillan, J. H. & Hearn, J. (2008). Student self-assessment: The key to stronger student
motivation and higher achievement. Educational Horizons, 87(1), 40-49.
Miller, J. J. (2013). A better grading system: Standards-based, student-centered assessment.
English Journal, 103(1), 111-118.
O’Connor, K. & Wormeli, R. (2011). Reporting student learning. Educational Leadership,
69(3), 40-44.
Olson, K. E. (2005). Standards-based report cards: Accountability at the classroom level
(Doctoral dissertation). Available from ProQuest Dissertations and Thesis database.
(UMI No. 3196865)
Rainey, L. S. (2016). The effect of standards-based grading on student achievement: A
correlational investigation. (Doctoral dissertation, Dallas Baptist University). Retrieved
from ProQuest Dissertations and Theses database. (UMI No. 10239976)

STANDARDS-BASED REPORT CARDS

93

Roderick, M., & Camburn, E. (1999). Risk and recovery from course failure in the early years of
high school. American Educational Research Journal, 36, 303-343.
Doi:10.3102/00028312036002303
Salend, S. J. (2005). Report card models that support communication and differentiation of
instruction. Teaching Exceptional Children, 37(4), 28-34/
Selby, D., & Murphy, S. (1992). Graded or degraded: Perceptions of letter-grading for
mainstreamed learning-disabled students. British Columbia Journal of Special
Education, 16(1), 92-104.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher,
29(7), 4-14.
Sieling, C. J. (2013). Standards-based grading in mathematics: Effects on student achievement
and attitude. (Master’s thesis, Southwest Minnesota State University). Retrieved from
ProQuest Dissertations and Theses database. (UMI No. 1523840)
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in
standards-based schools. Phi Delta Kappan, 87(4), 324. Gale Document Number
A139834752.
Winger, T. (2005). Grading to communicate. Educational Leadership, 63(3), 61-65.
Wormeli, R. (2011). Redos and retakes done right. Educational Leadership, 69(3), 22-26.
Zimmerman, B. J. & Schunk, D. H. (1989). Self-Regulated learning and academic achievement.
New York, NY: Springer-Verlag.