This document focuses on a vision for “what ought to be,” in this case, a new grading system in a suburban district. The document takes the reader through numerous aspects of advocating for district-wide policy change. The vision for a new grading system is evaluated from several perspectives, such as: educational, economic, social, political, and moral, and ethical. Using publications and research from numerous practitioners, it was determined that a change to standards-based grading is the right decision for this district. This policy advocacy document shows the reader how to work through policy change from the beginning to the end, including: the vision for success, making an argument, steps for implementation, and the assessment plan to monitor progress. Each step is discussed in detail to ensure success of implementation. A proposed budget is included in section five. The final product gives the reader a representation of what it takes to advocate an educational policy change to a school district.
","abstract_html":"<p>This document focuses on a vision for “what ought to be,” in this case, a new grading system in a suburban district. The document takes the reader through numerous aspects of advocating for district-wide policy change. The vision for a new grading system is evaluated from several perspectives, such as: educational, economic, social, political, and moral, and ethical. Using publications and research from numerous practitioners, it was determined that a change to standards-based grading is the right decision for this district. This policy advocacy document shows the reader how to work through policy change from the beginning to the end, including: the vision for success, making an argument, steps for implementation, and the assessment plan to monitor progress. Each step is discussed in detail to ensure success of implementation. A proposed budget is included in section five. The final product gives the reader a representation of what it takes to advocate an educational policy change to a school district. </p>","abstract_has_math":false,"creators":["Huisman, Cody"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Norman Weston","Jack Denny","Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["standards-based grading","policy advocacy","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/209","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Norman Weston","Jack Denny","Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Huisman, Cody"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["standards-based grading","policy advocacy","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/209"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This document focuses on a vision for “what ought to be,” in this case, a new grading system in a suburban district. The document takes the reader through numerous aspects of advocating for district-wide policy change. The vision for a new grading system is evaluated from several perspectives, such as: educational, economic, social, political, and moral, and ethical. Using publications and research from numerous practitioners, it was determined that a change to standards-based grading is the right decision for this district. This policy advocacy document shows the reader how to work through policy change from the beginning to the end, including: the vision for success, making an argument, steps for implementation, and the assessment plan to monitor progress. Each step is discussed in detail to ensure success of implementation. A proposed budget is included in section five. The final product gives the reader a representation of what it takes to advocate an educational policy change to a school district.
"]},{"key":"dc:title","label":"Title","values":["Advocating For Standards-Based Grading In A Suburban School District: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Norman Weston","Jack Denny","Harrington Gibson"],"dc:creator":["Huisman, Cody"],"dc:date.available":["2017-01-12T08:00:00Z"],"dc:description.abstract":["This document focuses on a vision for “what ought to be,” in this case, a new grading system in a suburban district. The document takes the reader through numerous aspects of advocating for district-wide policy change. The vision for a new grading system is evaluated from several perspectives, such as: educational, economic, social, political, and moral, and ethical. Using publications and research from numerous practitioners, it was determined that a change to standards-based grading is the right decision for this district. This policy advocacy document shows the reader how to work through policy change from the beginning to the end, including: the vision for success, making an argument, steps for implementation, and the assessment plan to monitor progress. Each step is discussed in detail to ensure success of implementation. A proposed budget is included in section five. The final product gives the reader a representation of what it takes to advocate an educational policy change to a school district.
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