A Matter of Standards: Addressing Inconsistencies in Grading Practices in High School English, Mathematics, Science, and Social Studies Courses

This study examines the alignment between high school students’ summative assessment scores and their final course grade in the point accumulation model to identify patterns of grade inflation or deflation. Using a non-experimental quantitative design, we analyzed gradebook data from 2,558 students in four subject areas at three high schools in the same school district. Paired t-tests revealed statistically significant discrepancies, with one-third of students receiving grades at least five percentage points different from their summative averages, and 36% experiencing at least one letter grade shift. Grade inflation was notably more common than deflation. These findings raise concerns about the fairness and accuracy of point accumulation models and support the need for more consistent, standards-based approaches to ensure grades accurately reflect student proficiency.