Introduction to the Special Issue: Exploring Current and Future Classroom Grading Practices in K-12 Schools

Brookhart, S.M. (2026). Changes in K-12 grading research since 2016. Journal of School Administration Research and Development, 11(S1), 54-62. https://doi.org/10.32674/yvxznm80 *

Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803-848. https://doi.org/10.3102/0034654316672069 DOI: https://doi.org/10.3102/0034654316672069

Candelaria, E. (2022, November). APS dips its toe into equitable grading. Albuquerque Journal. https://www.abqjournal.com/2552844/ex-pilot-program-focuses-on-the-students-mastery-of-a-subject.html

Carney, S., & Shume, T. (2026). Boolean logic gates: A new method of grade calculation for standards-based grading. Journal of School Administration Research and Development, 11(S1), 121-130. https://doi.org/10.32674/6j6j7f90 * DOI: https://doi.org/10.32674/6j6j7f90

Erickson, J.A. (2010). Grading practices: The third rail. Principal Leadership, 10(7), 22-26.

Feldman, J. (2019). Beyond standards-based grading: Why equity must be part of grading reform. Phi Delta Kappan, 100(8), 52-55. https://doi.org/10.1177/0031721719846890 DOI: https://doi.org/10.1177/0031721719846890

Feldman, J. (2020). Taking the stress out of grading. Educational Leadership, 78(1), 14-20.

King, G. (2022, November). Fewer D’s and F’s at Liberty High with equitable grading. Cedar Rapids Gazette. https://www.thegazette.com/k/fewer-ds-and-fs-at-liberty-high-with-equitable-grading/

Kollman, A., Sinner, E., Nurmi, H., & O’Shea, C. (2026). A matter of standards: Addressing inconsistencies in grading practices in high school English, mathematics, science, and social studies courses. Journal of School Administration Research and Development, 11(S1), 105-120. https://doi.org/10.32674/ftm8de57 * DOI: https://doi.org/10.32674/ftm8de57

Kunnath, J., Townsley, M., & Radunzel, J. (2026). Silver lining or missed opportunity? A mixed methods study of COVID-19 school closures and grading reform efforts in K-12 schools. Journal of School Leadership. Online First. https://doi.org/10.1177/10526846261428221 DOI: https://doi.org/10.1177/10526846261428221

Link, L. J. & Guskey, T. R. (2022). Is standards-based grading effective? Theory into Practice, 61(4), 406-417. https://doi.org/10.1080/00405841.2022.2107338 DOI: https://doi.org/10.1080/00405841.2022.2107338

Link, L. J., Simonds, R. M., & Navarrete-Burks, L. A. (2026). Disrupting the hidden costs of behavioral grading: Uncovering stakeholder perceptions to advance equity. Journal of School Administration Research and Development, 11(S1), 74-83. https://doi.org/10.32674/1db46k56 *

Percell, J. (2026). The retrograde pendulum: Reversing course on standards-based grading. Journal of School Administration Research and Development, 11(S1), 84-89. https://doi.org/10.32674/7an6dt57 * DOI: https://doi.org/10.32674/7an6dt57

Piantaggini, L. (2026). De-weaponizing grades through teacher tinkering and student insight. Journal of School Administration Research and Development, 11(S1), 131-141. https://doi.org/10.32674/bs6x1g46 *

Townsley, M., & Kunnath, J. (2022). Exploring state department of education grading guidance during COVID-19: A model for future emergency remote learning. Education Policy Analysis Archives, 30,(163). https://doi.org/10.14507/epaa.30.7448 DOI: https://doi.org/10.14507/epaa.30.7448

Townsley, M., & Kunnath, J. (2026). The 5 P’s of starting and sustaining grading reform. Journal of School Administration Research and Development, 11(S1), 63-73. https://doi.org/10.32674/q6wpb124 * DOI: https://doi.org/10.32674/q6wpb124

Townsley, M. (2020). Grading principles in pandemic-era learning: Recommendations and implications for secondary school leaders. Journal of School Administration Research and Development, 5(S1), 8-14. https://doi.org/10.32674/jsard.v5iS1.2760 DOI: https://doi.org/10.32674/jsard.v5iS1.2760

VanDevender, K. J. (2026). From fragmented to aligned: A standards-based grading continuum in teacher preparation. Journal of School Administration Research and Development, 11(S1), 90-104. https://doi.org/10.32674/zar92s63 * DOI: https://doi.org/10.32674/zar92s63

*Denotes an article published in this special issue