This episode of Research That Matters is based on the article “Investigating the Potential Benefits of Standards-Based Grading Practices at Urban Secondary Schools in Southern Utah: A Qualitative Study,” published in the Journal of Nonprofit Innovation, by Dr. April Larsen, University of Arizona.

In this conversation, we explore whether traditional letter grades truly reflect student learning—or if standards-based grading offers a more accurate and meaningful approach to measuring achievement. Drawing from qualitative research conducted in urban secondary schools in Southern Utah, the study examines how educators, parents, and school leaders perceive grading practices and their impact on student motivation, anxiety, instructional clarity, and academic outcomes.

While letter grades remain the norm, participants identified concerns about grade inflation, subjective weighting, and a focus on points rather than mastery. The findings suggest that standards-based grading may better align curriculum with learning standards, improve communication about student progress, and strengthen instructional effectiveness. At the same time, implementing grading reform requires thoughtful leadership, stakeholder education, and cultural adaptation.

For educators, nonprofit leaders in education, and policymakers, this episode highlights how grading practices intersect with transparency, accountability, and student-centered learning.