School districts across the nation are transitioning away from traditional A-F letter grade report cards in favor of standards-based report cards (SBRC). Previous studies have indicated that many parents were confused by SBRC. The purpose of this study was to determine if a difference exists between the reading achievement of third-grade students using traditional A-F letter grade report cards and those students using SBRC. Pre-existing CRCT data of the pass/fail percentage of third graders from five school districts and 118 schools in 2009 and 2010, the year prior to and the year of implementation of SBRC, were analyzed. A chi square test indicated that no statistically significant difference existed between report card type and student reading achievement among third grade students. Districts may want to reconsider the time and expense involved in adopting a report card that so many parents find difficult to understand.
","abstract_html":"<p>School districts across the nation are transitioning away from traditional A-F letter grade report cards in favor of standards-based report cards (SBRC). Previous studies have indicated that many parents were confused by SBRC. The purpose of this study was to determine if a difference exists between the reading achievement of third-grade students using traditional A-F letter grade report cards and those students using SBRC. Pre-existing CRCT data of the pass/fail percentage of third graders from five school districts and 118 schools in 2009 and 2010, the year prior to and the year of implementation of SBRC, were analyzed. A chi square test indicated that no statistically significant difference existed between report card type and student reading achievement among third grade students. Districts may want to reconsider the time and expense involved in adopting a report card that so many parents find difficult to understand.</p>","abstract_has_math":false,"creators":["Wyrosdick, Terri L"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Thomas J. McCormack","Dr. Larry J. Beatty","Dr. Jennifer L. Brown"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-04-01T07:00:00Z","date_published":"2014-04-01T07:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Standards-Based Report Cards (SBRC)","CRCT","Third Grade","Educational Assessment, Evaluation, and Research","Educational Leadership","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/199","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Thomas J. McCormack","Dr. Larry J. Beatty","Dr. Jennifer L. Brown"]},{"key":"dc:creator","label":"Author","values":["Wyrosdick, Terri L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Standards-Based Report Cards (SBRC)","CRCT","Third Grade","Educational Assessment, Evaluation, and Research","Educational Leadership","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/199"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School districts across the nation are transitioning away from traditional A-F letter grade report cards in favor of standards-based report cards (SBRC). Previous studies have indicated that many parents were confused by SBRC. The purpose of this study was to determine if a difference exists between the reading achievement of third-grade students using traditional A-F letter grade report cards and those students using SBRC. Pre-existing CRCT data of the pass/fail percentage of third graders from five school districts and 118 schools in 2009 and 2010, the year prior to and the year of implementation of SBRC, were analyzed. A chi square test indicated that no statistically significant difference existed between report card type and student reading achievement among third grade students. Districts may want to reconsider the time and expense involved in adopting a report card that so many parents find difficult to understand.
"]},{"key":"dc:title","label":"Title","values":["The impact of standards-based report cards on reading achievement in the third grade"]}]}],"canonical_facts":{"dc:contributor":["Dr. Thomas J. McCormack","Dr. Larry J. Beatty","Dr. Jennifer L. Brown"],"dc:creator":["Wyrosdick, Terri L"],"dc:date.available":["2017-04-28T07:00:00Z"],"dc:description.abstract":["School districts across the nation are transitioning away from traditional A-F letter grade report cards in favor of standards-based report cards (SBRC). Previous studies have indicated that many parents were confused by SBRC. The purpose of this study was to determine if a difference exists between the reading achievement of third-grade students using traditional A-F letter grade report cards and those students using SBRC. Pre-existing CRCT data of the pass/fail percentage of third graders from five school districts and 118 schools in 2009 and 2010, the year prior to and the year of implementation of SBRC, were analyzed. A chi square test indicated that no statistically significant difference existed between report card type and student reading achievement among third grade students. Districts may want to reconsider the time and expense involved in adopting a report card that so many parents find difficult to understand.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/199"],"dc:language":["English"],"dc:subject":["Standards-Based Report Cards (SBRC)","CRCT","Third Grade","Educational Assessment, Evaluation, and Research","Educational Leadership","Language and Literacy Education"],"dc:title":["The impact of standards-based report cards on reading achievement in the third grade"],"thesis:degree_discipline":["Counseling, Foundations & Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:25Z"}