Date of Award

2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

This study involved elementary teachers in Indiana who were actively teaching during the spring of 2015. The purpose of this study was to determine whether or not there is a significant difference between the perceptions of teachers using traditional report cards and those who use standards-based report cards in the areas of assessment of students, communication from the viewpoint of teachers and from the viewpoint of parents, and mindset of students. Results were viewed through the lens of students of affluence (< 35% free/reduced lunch) and students of poverty (≥ 50% free/reduced lunch). Standards-based responses in the areas of assessment, communication from the viewpoint of teachers and parents, and student mindset were statistically significant factors for students of poverty; assessment was also significant for students of affluence. Traditional report cards offered statistical significance only for students of affluence in the area of communication from the teacher viewpoint. Communication from the parent viewpoint (reported by teachers) and student mindset were not statistically significant factors for students of affluence in either reporting system, meaning teachers of students of affluence did not find traditional report cards or standards-based report cards as more important. Implications of these findings are of particular importance to teachers of students of poverty, as the use of standards-based report cards are significant when teachers look at student assessment, teacher communication, parent communication, and student mindset. Although traditional report cards actually showed significance in one area (teacher communication) for one student group (students of affluence), more consideration should be given to the use of standards-based report cards for all students.

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