MIDDLE SCHOOL COMPETENCYBASED GRADING INITIATIVE - 2018-19 to 2020-21

Oct 15, 2026

Evaluates Wake County Public School System’s Middle School Competency-Based Grading Initiative from 2018-19 to 2020-21, using a mix of quasi-experimental and descriptive research designs with multiple data sources. Assesses implementation goals and evidence of instructional use of assessment data through PLT practices, reporting semester-level differences during 2019-20 and impacts observed in 2020-21. Reviews stakeholder outcomes for teachers, students, and parents, including parent confusion about interpreting grades and student ownership of learning supported by digital portfolios and survey responses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages40

Reading Time1 h 41 min

AccessFree to download

INTRODUCTION

BACKGROUND

METHODS

FINDINGS

DISCUSSION & RECOMMENDATIONS

REFERENCES

APPENDICES

MIDDLE SCHOOL COMPETENCYBASED GRADING INITIATIVE: 2018-19 TO 2020-21 June 2022 Wake County Public School System | Data, Research, and Accountability Department TABLE OF CONTENTS INTRODUCTION 4 BACKGROUND 5 METHODS 7 FINDINGS 9 DISCUSSION & RECOMMENDATIONS 28 REFERENCES 32 APPENDICES 35 Middle School Competency-Based Grading Initiative: 2018-19 to 2020-21 3 Wake County Public School System | Data, Research, and Accountability Department Table 1 Conclusions in this study were supported by a combination of the quasi-experimental and descriptive research designs Data Sources: List, Sadoﬀ, & Wagner (2011); What Works Clearinghouse (2014) Figure 2 Multiple data sources were used for this study Middle School Competency-Based Grading Initiative: 2018-19 to 2020-21 8 Wake County Public School System | Data, Research, and Accountability Department competencies in mind during PLT discussions, but they were not speciﬁcally referred to by standard or as ‘standards’ or ‘competencies,’ rather they were referred to by content-speciﬁc language (e.g., compare/contrast). The goal of 75% of PLTs using assessment data to target speciﬁc areas reﬂecting student weakness and advancement was met in the ﬁrst semester (84%) of 2019-20. However, only 63% were observed doing so (during the pandemic) in the second semester. Furthermore, the school’s goals related to improving stakeholder views on grading were met in 2020-21 based on the input from teachers and students but were mixed for parents. Parent focus groups conducted in Fall 2021 revealed some parent confusion on how to interpret grades and use information from report cards. Evidence of improving student ownership of learning measured through student survey responsesand the teacher-reported use of digital portfolios, was strong. In 2019-20, 89% of teachers reported students using digital portfolios, surpassing the goal of 60% . Over half of students (57%) in 2019- 20 and close to two-thirds (72%) in 2020-21 felt like they ‘had a say about what happens to them at school. Table 2 Two of four implementation goals were met in 2020-21. Only two implementation goals were measured in 2018-19 | | Implementation Goal Status | | | | --- | --- | --- | --- | | Pathway of Change Goal Areas | 2018-19 | 2019-20 | 2020-21 | | Teachers use instructional units reﬂecting standards and assess- | Not | | Not | | ment data to personalize instruction | measured | | measured | | Use of digital portfolios | | | Limited
data | | Students participate in student-led conferences | Not | Not | | | | available | available | | | Parents receive standards-based report cards | | | | Not Met Fully Met Note: PLT data collection was conducted during 2019-20 and not continued in 2020-21. Middle School Competency-Based Grading Initiative: 2018-19 to 2020-21 10

FAQs

What research methods and data sources support the study’s conclusions?

The study combines quasi-experimental and descriptive research designs, supported by multiple data sources including List, Sadoff, & Wagner (2011) and What Works Clearinghouse (2014).

Which implementation goals were met or not met during 2020-21 compared with earlier years?

In 2020-21, two of four implementation goals were met, while only two goals were measured in 2018-19. The table indicates mixed status across teacher instructional use, digital portfolios, student-led conferences, and parents receiving standards-based report cards.

How did the initiative affect teachers, students, and parents’ views on grading?

Teacher and student goals improved in 2020-21 based on input, while parent feedback was mixed. Parent focus groups in Fall 2021 showed confusion about interpreting grades and using report card information. Student ownership of learning was strong, supported by digital portfolio use and student survey responses.

Oct 15, 2026

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