Standards Based Grading in Special Education

Date of Award

Fall 12-17-2025

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Marci Glessner, Shirley Johnson

Abstract

This literature review examines the relationship between standards-based grading (SBG) practices and the development and implementation of Individualized Education Programs (IEPs) for students with disabilities. While the literature indicates that SBG can increase transparency and consistency in reporting student learning, gaps remain regarding inconsistency and unclear policies about when the best time is to implement SBG into schools. Overall, this review highlights the need for guidance on integrating IEP goals with the standards-based grading system, ensuring that grading remains legally compliant, equitable, and reflective of both growth and mastery.

This capstone project involved a comprehensive review of literature that explains what standards-based grading (SBG) is and how it pertains to the general education classroom and special education classroom. The project was centered around districts beginning to implement standards-based grading into their schools as well as how SBG looks pertaining to an Individualized Education Plan (IEP). The goal was to develop a presentation to give to staff in school districts about the positives and negatives of SBG, to gain more knowledge about SBG, and ways to implement it into IEPS.

Abstract only: No full text available.

Share

COinS