Middle school principal perceptions of obstacles to implementing standards-based grading

Standards-based education has been cited for decades as a means to increasing student achievement. Standards-based grading (SBG) has been identified as a possible method to support learning of standards. While SBG has received much attention it is still a relatively uncommon practice in most schools. This quantitative study attempted to identify Missouri middle school principal perceptions of obstacles to implementing SBG.;A survey of obstacles to implementing SBG which supported the scales of the study, instructional foundation, culture and climate, and resources was not located. Therefore, the researcher developed a survey to support the study goals. One of the study outcomes was the development of a valid and reliable survey instrument. Factor analysis and Cronbach's alpha were utilized to establish the results were valid and reliable.;The population size was 379 Missouri middle school principals. The final study data reached a sample size of 175. Statistically significant differences were found in six areas. Most notably there was a difference in perceptions of obstacles on the instructional foundation scale and the culture and climate scale for schools implementing SBG for 1 -- 3 years compared to those not implementing SBG.;The study did not examine the impact of SBG on achievement on high stakes testing, attendance, retention, and graduation rates. A study of achievement outcomes in schools currently implementing SBG is recommended. Studying student, parent, and teacher perception of culture and climate in SBG schools is also recommended.