Abstract
This 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.
Keywords
professional development, grading equity, student outcomes, educational reform, standards-based grading
ORCID Identifiers
Sarah Ruth Morris: https://orcid.org/0000-0002-2949-4337
Sarah McKenzi: https://orcid.org/0009-0002-1233-6196
Jonathan Wai: https://orcid.org/0000-0002-7686-1312
Robert Anthony Maranto: https://orcid.org/0000-0001-6796-3627
DOI
10.5038/2577-509X.9.2.1399
Recommended Citation
Morris, 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
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
