Historically, race and poverty have been contributing factors when considering gaps among students in their academic achievement. The purpose of this study was to determine how employability and homework scores within traditional points and percentages weighted grading models impact grades from an equity lens. This study analyzed 779 students’ semester math grades at an urban high school to see if students’ grades were inflated or deflated due to including homework and employability scores in the grade. Final grades which included homework and employability points were compared to each student’s overall summative assessment scores to determine grade inflation or deflation. The study then analyzed if including homework and employability points in the grade helped or hurt student’s grades based on race and socio-economic factors. In comparing grading results based on students' socio-economic statuses, there were statistically significant differences (p
Griffin, Robert and Townsley, Matt
"Including homework and employability skills in class grades: An investigation of equitable grading outcomes in an urban high school,"
Practical Assessment, Research, and Evaluation: Vol. 27, Article 27.
Available at: https://scholarworks.umass.edu/pare/vol27/iss1/27
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