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The PD was designed to improve teachers’ grading practices to support fairness and inclusivity in response to calls for reform against systemic inequities in traditional grading. Using a randomized control trial, the research compared student perceptions of grading equity, academic achievement, and psychosocial outcomes across trained and untrained teacher groups. No significant post-PD improvements were found, suggesting the intervention duration was insufficient.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-grading-equity-professional-development-on-student-outcomes-article-6/579884/",{"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/the-effects-of-grading-equity-professional-development-on-student-outcomes-article-6/579884.png","ImageObject",300,407,{"name":92,"@type":93},"Asher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study evaluates how a 6-hour professional development program aimed at grading equity affects student outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the impact of the PD program measured?",{"text":117,"@type":113},"A randomized control trial compared students’ perceptions of grading equity, academic achievement, and psychosocial outcomes between groups whose teachers did or did not receive the training.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the results of the PD intervention?",{"text":121,"@type":113},"The results showed no significant improvements in student outcomes after the PD, indicating the intervention length may have been insufficient for substantial changes in grading practices.","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},579884,1792665845,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| Volume 9  Issue 2 | Article 6 |\n| --- | --- |\n| December 2025\u003Cbr>The effects of grading equity professional development on student outcomes\u003Cbr>Sarah R. Morris\u003Cbr>University of Arkansas, [srm041@uark.edu](srm041@uark.edu)\u003Cbr>Sarah McKenzie\u003Cbr>University of Arkansas, [scmcken@uark.edu](scmcken@uark.edu)\u003Cbr>Jonathan Wai\u003Cbr>University of Arkansas, [jwai@uark.edu](jwai@uark.edu)[ ](jwai@uark.edu)See next page for additional authors\u003Cbr>Follow this and additional works at: [https://digitalcommons.usf.edu/jger](https://digitalcommons.usf.edu/jger)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons\u003Cbr>This Refereed Article is brought to you for free and open access by the M3 Center at the University of South Florida Sarasota-Manatee at Digital Commons @ University of South Florida. It has been accepted for inclusion in Journal of Global Education and Research by an authorized editor of Digital Commons @ University of South Florida. |  |\n\nRecommended Citation  \nMorris, S. R., McKenzie, S., Wai, J., & Maranto, R. A. (2025) . The effects of grading equity professional development on student outcomes. Journal of Global Education and Research, 9(2), 193-210. [https://www.doi.org/10.5038/2577-509X.9.2.1399](https://www.doi.org/10.5038/2577-509X.9.2.1399)  \nThe effects of grading equity professional development on student outcomes  \nAuthors  \nSarah R. Morris, Sarah McKenzie, Jonathan Wai, and Robert A. Maranto  \nCorresponding Author  \nSarah Ruth Morris, Graduate Education Building, 751 W Maple St., Fayetteville, AR, 72701  \nAbstract  \nThis study examines the impact of a 6-hour professional development (PD) program on grading equity and student outcomes. The PD aimed to enhance teachers’ grading practices to foster fairness and inclusivity, based on the growing advocacy for reform to address systemic inequities in traditional grading systems. Utilizing a randomized control trial, the study compared student perceptions of grading equity, academic achievement, and psychosocial outcomes between groups whose teachers either received or did not receive the training. Results indicated no significant improvements in student outcomes post-PD, suggesting the duration of the intervention may be insufficient for substantial changes in grading practices. The study underscores the necessity for more extensive or ongoing PD interventions and calls for further research to explore the conditions under which PD on grading practices can effectively influence student outcomes, thereby contributing to a fairer educational environment.  \nKeywords  \nprofessional development, grading equity, student outcomes, educational reform, standards-based grading  \nRevisions  \nSubmission date: Jul. 23, 2024; 1st Revision: Dec. 6, 2024; 2nd Revision: Mar. 4, 2025; 3rd Revision: Sep.  \n9, 2025; Acceptance: Dec. 27, 2025  \nCreative Commons License  \nThis work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License  \nThis refereed article is available in Journal of Global Education and Research: [https://digitalcommons.usf.edu/jger/](https://digitalcommons.usf.edu/jger/)[ ](https://digitalcommons.usf.edu/jger/)vol9/iss2/6  \nThe Effects of Grading Equity Professional Development on Student Outcomes  \nSarah Ruth Morris 1 , Sarah McKenzie2 , Jonathan Wai3 , and  \nRobert Anthony Maranto4  \nDepartment of Education Reform  \nUniversity of Arkansas, USA  \n[1](1srm041@uark.edu)[srm041@uark.edu](1srm041@uark.edu)  \n[4](4rmaranto@uark.edu)[rmaranto@uark.edu](4rmaranto@uark.edu)  \nOffice for Education Policy  \nUniversity of Arkansas, USA  \n[2](2scmcken@uark.edu)[scmcken@uark.edu](2scmcken@uark.edu)  \nDepartment of Psychology  \nUniversity of Arkansas, USA  \n[3](3jwai@uark.edu)[jwai@uark.edu](3jwai@uark.edu)  \nAbstract  \nThis study examines the impact of a 6-hour professional development (PD) program on grading equity and student outcomes. The PD aimed to enhance teachers’ grading practices to foster fairness and inclusivity, based on the growing advoc","cbCaibDQ5pSthRnd","https://ap.wps.com/l/cbCaibDQ5pSthRnd","pdf",584932,"English","# Abstract\n# Introduction\n# Recommended Citation\n## Authors\n## Corresponding Author\n## Keywords\n## Revisions\n# Creative Commons License","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study evaluates how a 6-hour professional development program aimed at grading equity affects student outcomes.\"},{\"question\":\"How was the impact of the PD program measured?\",\"answer\":\"A randomized control trial compared students’ perceptions of grading equity, academic achievement, and psychosocial outcomes between groups whose teachers did or did not receive the training.\"},{\"question\":\"What were the results of the PD intervention?\",\"answer\":\"The results showed no significant improvements in student outcomes after the PD, indicating the intervention length may have been insufficient for substantial changes in grading practices.\"}]","The effects of grading equity professional development on student outcomes - Article 6 | PDF",1792036537]