3.375 on the pre-survey to 4.063 on the post-survey. This was an increase of 0.688. The p-value for this item was 0.026 indicating the increase in understanding was also statistically parents’ significant. The second area of focus for me was whether students and parents preferred grading over traditional letter grades. I was not surprised to see very few students (6.25%) and parents (12.5%) indicated they with the statement, prefer standards-based grades “agreed” “I over letter on the pre-surveys. No parent or student indicated they with grades” “strongly agreed” the statement. I was excited to see that over the course of the study there was an increase in this area for both students and parents. Figure 4 shows the percentage of students and parents who indicated they prefer standards-based grading on the pre- and post-surveys. Bar graph of and preference for standards-based grading. Figure 4. students’ parents’ The mean score on student surveys showed an increase of 0.625 with a of 0.028, p-value while the mean score for this statement on parent surveys showed a rise of 0.563 with a p-value of 0.012. The indicate both student and parent increases in the mean score for this p-values category were statistically significant. Although the percentages of parents and students who or with the statement, prefer standards-based grades over letter “agreed” “strongly agreed” “I on the post-survey were still in the minority; the increase was encouraging. The grades,” percentage of parents agreeing with the statement increased from 12.5% to 25% and the percentage of students increased from 6.25% to 31.25%. Next I wanted to determine if students and parents were able to identify areas of academic weakness and be able to improve or help their student improve on those areas. To investigate these issues, I focused on survey item 7, clearly see my academic strengths and “I weaknesses using the standards-based report and item 8, report will help me improve card,” “this
3.375 on the pre-survey to 4.063 on the post-survey. This was an increase of 0.688. The p-value for this item was 0.026 indicating the increase in parents’ understanding was also statistically significant. The second area of focus for me was whether students and parents preferred grading over traditional letter grades. I was not surprised to see very few students (6.25%) and parents (12.5%) indicated they “agreed” with the statement, “I prefer standards-based grades over letter grades” on the pre-surveys. No parent or student indicated they “strongly agreed” with the statement. I was excited to see that over the course of the study there was an increase in this area for both students and parents. Figure 4 shows the percentage of students and parents who indicated they prefer standards-based grading on the pre- and post-surveys. Figure 4. Bar graph of students’ and parents’ preference for standards-based grading. The mean score on student surveys showed an increase of 0.625 with a p-value of 0.028, while the mean score for this statement on parent surveys showed a rise of 0.563 with a p-value of 0.012. The p-values indicate both student and parent increases in the mean score for this category were statistically significant. Although the percentages of parents and students who “agreed” or “strongly agreed” with the statement, “I prefer standards-based grades over letter grades,” on the post-survey were still in the minority; the increase was encouraging. The percentage of parents agreeing with the statement increased from 12.5% to 25% and the percentage of students increased from 6.25% to 31.25%. Next I wanted to determine if students and parents were able to identify areas of academic weakness and be able to improve or help their student improve on those areas. To investigate these issues, I focused on survey item 7, “I clearly see my academic strengths and weaknesses using the standards-based report card,” and item 8, “this report will help me improve