Disrupting the Hidden Costs of Behavioral Grading: Uncovering Stakeholder Perceptions to Advance Equity

Authors

DOI:

https://doi.org/10.32674/1db46k56

Keywords:

behavioral grading, educational equity, stakeholder perceptions, grading reform, cultural responsiveness

Abstract

Grading practices in K-12 education continue to perpetuate inequities by including behavioral components that mask academic achievement and disproportionately affect historically marginalized students. This analysis examines perceptions of behavioral grading among five key stakeholder groups: administrators, instructional support staff, parents, teachers, and students. Comprehensive survey data were collected from over 20,000 participants in 10 U.S. school districts. Using GradingRx®’s validated assessment instrument, the study revealed significant perception gaps about the purposes of grading and whether behavioral factors should be included in academic evaluations. Teachers view grading as a tool for feedback and motivation. In contrast, students perceive grades as measures of inherent ability and gatekeepers to opportunities. The data reveal troubling disparities in stakeholder alignment, with administrators showing less agreement than other groups regarding behavioral grading practices. These findings underscore the urgent need for culturally responsive professional learning, transparent communication systems, and systematic reform of grading policies focused on equity and student voice. District and school leaders can use these stakeholder insights to transform grading from an administrative function into a strategic lever for educational justice and systemic change.

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Author Biographies

  • Laura J. Link, University of North Dakota

    LAURA J. LINK, EdD, is an Associate Professor at the University of North Dakota in the Department of Teaching, Leadership & Professional Practice. Her research focuses on improving K-12 grading leadership, teachers’ grading practices, and the communicative value of grades for all education stakeholders. Her recent work addresses legal grading disputes and homework in grades. With 34 years of K-12 and higher education experience, she has served as an administrator and educator across multiple levels. Email: laura.link@und.edu

  • Richard M. Simonds, University of Houston Downtown

    RICHARD M. SIMONDS, EdD, is an Assistant Professor of Social Work at the University of Houston-Downtown.  His primary research focuses on inequality and financial capability within social work and education. Email: simondsr@uhd.edu

  • Lizette A. Navarrete-Burks, University of Northern Colorado

    LIZETTE NAVARRETE-BURKS, EdD, is an Assistant Professor of Educational Leadership in the Department of Educational Leadership and Policy Studies at the University of Northern Colorado. Her research examines equity-focused leadership, socially just practices in K–12 settings, and expanding access to high-quality STEM education for culturally and linguistically diverse students. Email: lizette.navarrete-burks@unco.edu

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Published

2026-08-19

Issue

Vol. 11 No. S1 (2026): Special Issue: Current and Future Grading Practices in K-12 Schools

Section

Research Articles

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How to Cite

Disrupting the Hidden Costs of Behavioral Grading: Uncovering Stakeholder Perceptions to Advance Equity. (2026). Journal of School Administration Research and Development, 11(S1), 74-83. https://doi.org/10.32674/1db46k56