A Matter of Standards: Addressing Inconsistencies in Grading Practices  in High School English, Mathematics, Science, and Social Studies Courses

Authors

  • Allie Kollman TrueMarks Education
  • Erin Sinner North Dakota State University
  • Hannah Nurmi North Dakota State University
  • Cailen M. O'Shea North Dakota State University

DOI:

https://doi.org/10.32674/ftm8de57

Keywords:

evidence-based grading, grade inflation and deflation, grading reform

Abstract

This study examines the alignment between high school students’ summative assessment scores and their final course grade in the point accumulation model to identify patterns of grade inflation or deflation. Using a non-experimental quantitative design, we analyzed gradebook data from 2,558 students in four subject areas at three high schools in the same school district. Paired t-tests revealed statistically significant discrepancies, with one-third of students receiving grades at least five percentage points different from their summative averages, and 36% experiencing at least one letter grade shift. Grade inflation was notably more common than deflation. These findings raise concerns about the fairness and accuracy of point accumulation models and support the need for more consistent, standards-based approaches to ensure grades accurately reflect student proficiency. 

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Author Biographies

  • Allie Kollman, TrueMarks Education

    Allie Kollman, MEd, is an educational consultant, supporting educators across grade levels in the development and implementation of instructional practices and district-wide initiatives. Her research interests include evidence-based grading, grading reform, assessment practices, and science education. She brings a background in teaching middle and high school biological and physical sciences, along with experience as a laboratory assistant and researcher in the biological sciences. 

  • Erin Sinner, North Dakota State University

    Erin Sinner, MEd, is a high school assistant principal in North Dakota and a doctoral candidate in educational leadership at North Dakota State University. Her research interests center on grading reform, instructional equity, and the implementation of evidence-based grading practices in secondary schools. Before her current role, she served as a high school instructional coach and English teacher. Erin is passionate about making grading practices more accurate, fair, and student-centered.  

  • Hannah Nurmi, North Dakota State University

    Hannah Nurmi serves as an instructional coach in North Dakota and a doctoral candidate in educational leadership at North Dakota State University. Her work centers on advancing systemic change to ensure all students, regardless of background, have access to rigorous academic opportunities. As an instructional coach, she believes that reflective dialogue and intentional support empower teachers to challenge inequitable practices and cultivate more just, student-centered classrooms. Prior to her coaching role, Hannah taught high school English. 

  • Cailen M. O'Shea, North Dakota State University

    Dr. Cailen O’Shea is an assistant professor of educational and organizational leadership at North Dakota State University. His research interests focus on school transformation, specifically enhancing instruction to provide more equitable settings for all students. Previously, Dr. O’Shea served as a behavior interventionist, 5th-grade teacher, and instructional technology coach in Title I schools in Lincoln, Nebraska. 

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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

A Matter of Standards: Addressing Inconsistencies in Grading Practices  in High School English, Mathematics, Science, and Social Studies Courses. (2026). Journal of School Administration Research and Development, 11(S1), 105-120. https://doi.org/10.32674/ftm8de57