Unforgetting Grading Inequities: Examining Grade Distribution Stability After Comprehensive Assessment and Reporting Changes

• In Event: Beyond the Grade: Advancing Equity through Assessment Reform and Analytic Innovation

Abstract

This study examines the immediate effects of comprehensive assessment and reporting reform on grade distributions across English and mathematics courses in one Northeastern U.S. school district. Following a pilot study demonstrating minimal grade changes when achievement and noncognitive skills were separated, this larger investigation analyzed course data from 7,200 students before and after comprehensive assessment, grading and reporting implementation. Using chi-square analyses with Bonferroni correction across 27 courses, results revealed only two courses (Geometry and Statistics) showed statistically significant distributional changes. These findings suggest that formal grading and reporting changes may not immediately alter established institutional practices or final course outcomes. The study provides empirical evidence for those navigating equity-oriented assessment reform while addressing historical grading inequities in secondary education.

Authors

• Laura J. Link, University of North Dakota

• Radomir Ray Mitic, College of William & Mary

• Maureen P. Leeson, Bethlehem Area School District

• Joseph R. Anthes, Bethlehem Area School District