Related Study

1. Beginning in the early 1990s, North Carolina initiated a school accountability model
called the “ABCs.” Under this model, schools were evaluated based on whether or
not students met predicted growth each year (Fuller & Ladd, 2013) and were
recognized for grade-level proficiency. Schools were categorized as exemplary (also
called “high growth”), meets expectation, no recognition, and low-performing based
on the degree to which their students met predicted growth on End-of-Grade
assessments. Further, teachers were awarded financial compensation based on how
well the school met predicted growth. If a school exceeded the predicted growth
targets (by 10% or higher), teachers in that school would receive a $1,500 bonus. For
meeting predicted growth targets, teachers would receive a $750 bonus.

North Carolina Department of Public Instruction. (2019a). School Report Cards.

Retrieved on December 19, 2019. https://www.dpi.nc.gov/data-reports/school-report-

https://files.eric.ed.gov/fulltext/EJ1274243.pdf

North Carolina Department of Public Instruction. (2019b). Accountability Data Sets and
Reports. Retrieved on December 19, 2019 from

https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/
schoolaccountability-and-reporting/accountability-data-sets-andreports#2016%E2%80%9317-
documentation

2. Colby (1999) recognizes the need to support teachers in designing standards-based

Colby, S.A. (1999). Grading in a standards-based system. Educational Leadership, 56(6),

Guskey, T.R. (2001). Helping standards make the grade. Educational Leadership, 59(1),
20-27.
 http://dl.uncw.edu/Etd/2011-3/r3/rosserj/jenniferrosser.pdf

3. Just as Guskey (2006) believes, teachers often are confronted with the challenge in
assigning grades that offer a reasonable and accurate depiction of student’s
achievement and performance in the classroom. When reporting students work,
teachers need a clear grading system that shows how students are measuring up to
standards and their mastery of the content.

https://scholarworks.calstate.edu/downloads/8910jw85f

Guskey, T.R. (2006). Making High School Grades Meaningful. PhiDeltaKappan, 87(9),
670-675.

https://www.leifericsonelementary.org/ourpages/auto/2017/11/14/49839639/Are
%20Letter%20Grades%20Failing%20Our%20Students_%20-%20NEA%20Today.pdf

4. A good design must satisfy the needs of stakeholders with different levels of ability
(literacy, numeracy, and digital literacy), subject matter expertise, and reasons for
use. Although school report cards can be intended to reduce inequality by giving
under-resourced communities valuable information, researchers have expressed
concern that parents with higher education levels are better able to take advantage of
school report cards (Figlio & Lucas, 2004; Hasan & Kumar, 2019).

Figlio, D. N., & Lucas, M. E. (2004). What’s in a grade? School report cards and the
housing market. American Economic Review, 94(3), 591–604.

https://files.eric.ed.gov/fulltext/ED613806.pdf

5. (Mart, Dusenbury, & Weissberg, 2011, p. 42). Student report cards can also be a tool
for reinforcing a school community’s goals and the family’s and school’s roles in achieving
those goals (Redding, 2006, 2011). For example, two school community goals might be:

-Every student, and students of all ages, will learn to read well, read often, enjoy reading,
and achieve literacy through a focused alliance of family support and powerful classroom
instruction.

-Every student will become a self-directed learner through teaching that incorporates
study skills and learning strategies, homework practices that build effective study habits, and
school and family guidance that encourages self-directed learning. (Redding, 2011, p. 17–18)
 Mart, A., Dusenbury, L., & Weissberg, R. P. (2011). Social, emotional, and academic
learning

https://www.indistar.org/app/wiseways/87.pdf

RRL

1. According to Kohn, letter grades are not only unnecessary but harmful. “The research
quite clearly shows that kids who are graded – and have been encouraged to try to
improve their grades – tend to lose interest in the learning itself, avoid challenging
tasks whenever possible (in order to maximize the chance of getting an A), and think
less deeply than kids who aren’t graded,” Kohn explains. “The problem isn’t with
how we grade, nor is it limited to students who do especially well or poorly in school;
it’s inherent to grading. “That’s why the best teachers and schools replace grades (and
grade-like reports) with narrative reports – qualitative accounts of student
performance – or, better yet, conferences with students and parents.”

http://www.alfiekohn.org/article/schooling-beyond-measure/

2. Student Academic profiling system (SAPS) is a method where the academic and
extra-curricular performance of each and every student in school will be stored in a
central computer server system over a period of time and a unique Identification
number for each student will be used to have the record of each and every student in a
computer server.
 (eMaharashtra, 2013) (http://www.swansea.ac.uk)
3. The article entitled Computerized Grading system (2010) of Harold Wilson states that
"In the aim of the universities to supply the correct grades to their students, the idea of
grading system is introduces. This involves the computation, submission and retrieving
the grades that can effectively support the student’s performance and information.
Because of the accurate and fast process of the system, the retrieval of grades can be
easy.

https://www.ipl.org/essay/Computerized-Grading-System-F35UCXK6C486
4. "There shouldn't be any surprises," said Riverside Schools Director of Guidance
Beverly Lee. Parents can view what teachers are putting in the grade book or
homework assignments through the web-based system. Students also can use the
systems to track their individual progress. The software programs such as
TeacherEase, Parent Assist Module, and Infinite are being used by the schools to
provide online access to provide information.

Area schools moving to paperless report cards Published: Wednesday, October 20,
2010 By Angela Gartner and Jacob Lammers News-Herald Staff Writers
https://www.schoolinsight.com/docs/
AreaSchoolsMovingToPaperlessReportCards.pdf

5. Advantages of using a daily report card include minimal effort in preparing the
note, usually taking less than one minute, and this method does not require
lengthy or costly training for the teacher. Frequent communication with the
home about the student’s progress is a benefit openly discussed by many parents.
This is an effective method of changing academic behavior. Programs such as the
daily report cards eliminate the necessity for drastic change in institutional policy/
procedures (Bornstein et. al.).

Strukoff, P., McLaughlin, T. F., & Bialozor, R. C. (1987). The effects of a daily
report card system in increasing homework completion and accuracy in a special
education setting. Te ch ni que s: A Journal of Remedial Education and Counseling,
3, 19-26.

https://www.researchgate.net/publication/
240213424_Daily_Report_Cards_A_Recommended_Intervention_in_the_Schools