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Best Practices for Leading a Transition to Standards-Based Grading in Secondary Schools Alexander Bruce Carter Walden University

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Best Practices for Leading a Transition to Standards-Based Grading in Secondary Schools Alexander Bruce Carter Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Best Practices for Leading a Transition to Standards-Based Grading in Secondary Schools Alexander Bruce Carter Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons, and the Educational Assessment, Evaluation, and Research Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Alexander Bruce Carter has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Donna Graham, Committee Chairperson, Education Faculty Dr. Don Jones, Committee Member, Education Faculty Dr. Karen Hunt, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract Best Practices for Leading a Transition to Standards-Based Grading in Secondary Schools by Alexander B. Carter MEd, University of Virginia, 2002 BA, James Madison University, 1994 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2016 Abstract Educational policy researchers have concluded that if U.S. schools transition from the traditional model of grading and reporting to a uniform standards-based grading and reporting model, students would benefit academically. However, very few middle and high schools in the United States have made the transition to standards-based grading. This qualitative research study was designed address the role of leadership in change by identifying a set of best leadership practices to guide school principals in leading such a transition. The conceptual framework was Kotter’s change model. A national sample of 7 middle and 5 high school principals from 8 states who had previously led their schools in the transition to standards-based grading elected to serve as study participants. This panel completed an open-ended questionnaire designed to identify perceived best leadership practices school leaders should consider as they plan to lead such a change. Using the Delphi technique to determine consensus, a set of 78 best leadership actions were identified. Then, these actions were rated by the same panel, resulting in a set of 8 best leadership change practices consistent with Kotter’s framework. Practices included establishing and communicating a sense of urgency, developing a change vision and stakeholder buy-in, building coalitions and broad-based actions, generating short term wins and continuing processes, and incorporating change into school culture. This consensus set of leadership practices might affect positive social change by assisting school principals in planning and leading grading change initiatives in schools to enhance students’ learning and improve systems of communicating student academic progress using uniform and consistent standards. Best Practices for Leading a Transition to Standards-Based Grading in Secondary Schools by Alexander B. Carter MEd, University of Virginia, 2002 BA, James Madison University, 1994 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2016 Dedication I dedicate this dissertation to my family, specifically my mother, Sandra Carter, and my wife, Wendy Carter, without whom I would have given up the ghost of this ordeal long ago. You will forever have my love, my thanks, and my deepest appreciation for your confidence, support, and encouragement! Acknowledgments This dissertation is six years in the making, and it has been through many iterations. It would be criminal not to acknowledge my third and final doctoral study chair, Dr. Donna Graham, without whose great support this dissertation could not have been completed. Dr. Graham was clear in her directions, quick in her reviews, detailed in her feedback, and exerted the consistent, gentle, but relentless pressure required to keep me moving toward my goal. She recognized that I lead a very hectic, emotionally draining, and time consuming job as superintendent of a high needs school district in Southwestern Colorado, but has never entertained that this reality could be an excuse for quitting. Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Section 1: Introduction to the Study ....................................................................................1 Statement of the Problem ................................................................................................3 Implications for Social Change .......................................................................................5 Nature of the Study .........................................................................................................5 Research Questions .........................................................................................................7 Research Objectives ........................................................................................................8 Purpose of the Study .......................................................................................................8 Operational Definitions ...................................................................................................9 Assumptions, Limitations, and Scope ...........................................................................10 Significance of the Study ..............................................................................................12 Conclusion ....................................................................................................................13 Section 2: Review of the Literature ...................................................................................14 Historical Perspective ...................................................................................................15 The Purpose of Grading and Reporting ........................................................................18 Common Grading Models Used in the United States ...................................................20 Norm-referenced System .......................................................................................21 Self-referenced System ..........................................................................................21 Criterion-referenced System ..................................................................................22 Criticisms of Traditional Grading Practices .................................................................27 i Criticisms of Standards-based Grading and Reporting Systems ..................................30 Challenges of Implementing Standards-based Grading ................................................31 Constructivist Conceptual Framework .........................................................................34 Framework for Understanding Organizational Change in Schools ..............................35 Conclusion ....................................................................................................................39 Section 3: Research Method ..............................................................................................41 Research Design and Context .......................................................................................41 Research Paradigm and Theoretical Framework ..........................................................42 Justification for the Selection of the Qualitative Tradition ...........................................43 The Delphi Method .......................................................................................................44 Other Methods Considered and Rejected .....................................................................48 Research Questions .......................................................................................................49 Specific Details of the Research Study .........................................................................50 Stage 1 ....................................................................................................................51 Stage 2 ....................................................................................................................51 Stage 3 ....................................................................................................................52 Stage 4 ....................................................................................................................52 Stage 5 ....................................................................................................................53 Stage 6 ....................................................................................................................54 Stage 7 ....................................................................................................................55
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