Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Elizabeth Currin

Abstract

This qualitative action research study explored the perceptions of parents, guardians, and teachers regarding standards-based grading (SBG) in first-grade literacy instruction and examined community buy-in toward its implementation in a rural Virginia school district. Although state-level mandates such as the Virginia Literacy Act emphasize evidence-based literacy instruction and foundational reading skills, traditional grading practices remain common in early elementary classrooms. These practices often lack alignment with instructional standards and may obscure students’ literacy progress, creating challenges for communication between schools and families.

Surveys with closed and open-ended questions yielded data from first- grade teachers and parents or guardians to illuminate beliefs, concerns, and perceived benefits related to SBG, as well as factors influencing willingness to engage with grading reform. The study was grounded in objectivism, social cognitive theory, and culturally responsive teaching, providing a framework for understanding how clarity of feedback, community beliefs, and equity considerations shape readiness for instructional change.

Findings indicated that while teachers and families recognized limitations of traditional letter grades, perceptions of SBG reflected a mix of cautious support and concern, particularly related to clarity, communication, and implementation demands. The results offer practical guidance for school and district leaders seeking to align grading practices with literacy instruction, strengthen family understanding of student progress, and support equity- centered grading reforms in rural school contexts.

Rights

© 2026, Kristin Janssen

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