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School leaders grappled with how gradesought to fit within the many unknowns of K-12 remote education. State departments of education provided guidance documents, and this study explored their components and cross-state patterns. Using a grounded theory approach, researchers analyzed the equivalent of 1,444 pages from 48 state DOE guidelines and identified three core categories. Findings present a three-category model for K-12 grading guidance, offering a basis for future recommendations during similar disruptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-state-department-of-education-grading-guidance-during-covid-19-a-model-for-future-emergency-remote-learning-602132/602132/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-state-department-of-education-grading-guidance-during-covid-19-a-model-for-future-emergency-remote-learning-602132/602132.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address regarding COVID-19 remote learning?","Question",{"text":112,"@type":113},"The study examines how K-12 schools should assign grades amid the uncertainties of emergency remote education during the Spring 2020 shutdown.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers analyze state education department grading guidance?",{"text":117,"@type":113},"They used a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines.",{"name":119,"@type":110,"acceptedAnswer":120},"What three categories were identified as influencing state grading guidance?",{"text":121,"@type":113},"The analysis resulted in three primary categories: guiding principles, student advancement, and determining grades.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602132,1792191224,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 30 Number 163 November 8, 2022 ISSN 1068-2341 |  |\n\nExploring State Department of Education Grading Guidance during COVID-19: A Model for Future Emergency Remote  \nLearning  \nMatt Townsley  \nUniversity of Northern Iowa  \nUnited States  \n&  \nJoshua Kunnath  \nHighland High School  \nUnited States  \nCitation: Townsley, M., & Kunnath, J. (2022) . Exploring state department of education grading guidance during COVID-19: A model for future emergency remote learning. Education Policy Analysis  \nArchives, 30(163). [https://doi.org/10.14507/epaa.30.7448](https://doi.org/10.14507/epaa.30.7448)  \nAbstract: Due to the COVID-19 pandemic, many United States brick-and-mortar schools in Spring 2020 rapidly transitioned to emergency remote learning. School leaders grappled with how gradesought to fit within the many unknowns of K-12 remote education. In some cases, schools modified their grading scales to give students greater flexibility to pass courses, and in other situations, schools offered incomplete grades in lieu of failures. During this time, state departments of education (DOEs) provided a variety of guidance documents to their school districts. The purpose of this study was to explore the components of state DOE grading guidance during the Spring 2020 school shutdown, along with the patterns of guidance across states. The researchers applied a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines. The document analysis resulted in three primary categories that influenced state DOE  \ngrading guidance: guiding principles, student advancement, and determining grades. The researchers conclude by presenting and discussing a three-category model for emergency remote learning grading guidelines for K-12 schools. In the event of another pandemic temporarily affecting the delivery of education to students, policymakers may use this model as a starting point for future recommendations.  \nKeywords: state department of education; grading; graduation; COVID-19; pandemic  \nExplorando la guía de calificación del departamento de educación estatal durante COVID-19: Un modelo para el futuro aprendizaje remoto de emergencia  \nResumen: Debido a la pandemia de COVID-19, muchas escuelas de los Estados Unidos en la primavera de 2020 hicieron una transición rápida al aprendizaje remoto deemergencia. Los líderes escolares lidiaron con cómo las calificaciones deberían encajardentro de las muchas incógnitas de la educación remota K-12. En algunos casos, las escuelas modificaron sus escalas de calificación para dar a los estudiantes una mayor flexibilidad para aprobar cursos u ofrecieron calificaciones incompletas en lugar de reprobar. Durante este tiempo, los departamentos estatales de educación (DOE) proporcionaron documentos de orientación a sus distritos escolares. El propósito de este estudio fue explorar los componentes de la guía de calificaciones del DOE estatal duranteel cierre de escuelas en la primavera de 2020, junto con los patrones de guía en todos los estados. Los investigadores aplicaron un enfoque de grounded theory para explorar el equivalente a 1,444 páginas de documentos de 48 pautas estatales del DOE. El análisis de documentos dio como resultado tres categorías principales que influyeron en la guía de calificaciones del DOE estatal: principios rectores, avance de los estudiantes y calificaciones determinantes. Los investigadores concluyen presentando y discutiendo un modelo de tres categorías para las pautas de calificación de aprendizaje remoto deemergencia para las escuelas K-12. En el caso de otra pandemia que afecte temporalmentela entrega de educación a los estudiantes, los formuladores de políticas pueden usar este modelo como punto de partida para futuras recomendaciones.  \nPalabras clave: departamento est","cbCaiuRc000XOeEJ","https://ap.wps.com/l/cbCaiuRc000XOeEJ","pdf",382341,23,"English","# Abstract\n## Study purpose and approach\n## Guidance components and categories\n## Conclusions and policy implications","[{\"question\":\"What problem does the study address regarding COVID-19 remote learning?\",\"answer\":\"The study examines how K-12 schools should assign grades amid the uncertainties of emergency remote education during the Spring 2020 shutdown.\"},{\"question\":\"How did the researchers analyze state education department grading guidance?\",\"answer\":\"They used a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines.\"},{\"question\":\"What three categories were identified as influencing state grading guidance?\",\"answer\":\"The analysis resulted in three primary categories: guiding principles, student advancement, and determining grades.\"}]","Exploring State Department of Education Grading Guidance during COVID-19 - A Model for Future Emergency Remote Learning | PDF",1792094086,58]