The Four-Hour Grading Scale: Motivation, Self-Determination, and Academic Achievement in Raising Graduation Rates
DOI:
https://doi.org/10.32674/cnjh3t69Keywords:
educational policy, educational psychology, grading, graduation rate, high schools, motivation, principalsAbstract
High school administrators desire a high graduation rate, and government actors and community members pressure administrators to raise this rate. In the context of this challenging dynamic, principals sometimes compel teachers to alter their grading practices. While amending grading practices may provide the impression of improvement, it is inauthentic and likely ineffective in producing achievement results. Although changing grading practices can increase graduation rates, it does not improve achievement; however, increasing motivation can. Self-determination theory (SDT) research has found that incorporating the principles of SDT can increase students’ academic achievement. This essay reviews SDT and the seven autonomy-supportive instructional behaviors (ASIBs), arguing that they are a more achievement-focused alternative to increasing graduation rates.
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