Date of Award
Doctor of Education (Ed.D.)
First Committee Member
Second Committee Member
Third Committee Member
The history of grading practices is riddled with inequities, dating to the inception of the traditional grading system, which was designed to rank and sort. Despite expanding public education to include all members of society, traditional grading practices have yet to evolve in response to the growing demand for equitable and student-centered grading practices. Many alternative education schools have a non-traditional grading structure in response to the students’ learning needs. With an understanding of the history and challenges of alternative education settings, this study sought to add the perceptions and practices of continuation high school teachers to the current body of research to help researchers and educators understand and expand equitable grading practices for students in continuation high schools.
Page, Tobi W.. (2023). Continuation Teachers' Perceptions of Grading Practices. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3869
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