What Our Clients Are Saying

“Our work with GradingRx was instrumental in launching full faculty discussions around grading and assessment. As a result of those strategic discussions, we were able to articulate internally the standards of performance on our existing grading scale so that the expectations are transparent for both our faculty and our students. Additionally, our faculty are reimagining how assessment acts as a marker of learning progress because we have placed the question “What evidence of achievement best supports our learning goals?” is now an integral part of guiding our lesson planning discussions.“

– Amanda Lucas, Dean of Instructional & Professional Growth, Blair Academy

“GradingRx provided our school district with an evidence-based approach to evaluating our assessment and grading practices. They lead our district in the examination of our current practices by administering a survey to all stakeholders in our community. The survey data guided us to define our purpose and goals regarding assessment and grading.  The triangulation of survey analysis, expert advice, and professional development was outstanding for administrators and teachers, and it helped us to improve our systems and routines to better support student achievement and growth.”

– Maureen Leeson, Supervisor of Science, Technology, Engineering, & Mathematics, Bethlehem Area School District

“The Grading Rx process was instrumental in shifting the mindset from entrenched grading tradition to research-based, authentic assessment. The Grading Purpose Statement (GPS) has served as a compass on our journey to provide families with a more accurate snapshot of their child’s attainment of the learning standards. While we have more guideposts to reach, the end goal is sharp in focus.”

– Dr. Steve Gregor, Director of Secondary Education, Washington Township Public Schools

“Our partnership with GradingRx was a critical part of our grading work exploring best practices, research, and perceptions. First called upon to support the development of a parent and teacher survey, GradingRx quickly adapted to support our needs during the COVID-19 pandemic school closure. We know that the data we collect with GradingRx will facilitate more informed discussions about grading and assessment, and in that way, will support our work to improve how we report student’s knowledge, skills, and behaviors. Ultimately, our partnership with GradingRx will improve student achievement.“

– Dr. Stephen O’Toole, Assistant Superintendent, Great Valley School District

“GradingRx’s stakeholder data has given me a new perspective on the meaning and purpose of grades. It’s allowed me to implement research-based grading practices in my classroom that reflect the goals of all those involved in the grading process, including parents. Because of this, my students’ grades are a better, more accurate reflection of their learning, and my students agree!”

– Stephanie Zee, 8th grade teacher, Maple Creek Middle School

“As we strive to clearly and effectively communicate student learning and progress with parents and students themselves, the review of our survey data has provided us a valuable opportunity to engage our stakeholders in district-wide conversations about assessment and grading practices and the redesign of our elementary report card.”

– Dr. Lynn Simmers, Assistant Superintendent, Southwest Allen County Schools.

“My grade data more accurately reflects my students’ work and has given parents confidence in their child’s ability to achieve success regardless of strengths and weaknesses in the area of study.”

– Beldina Colbert, Mathematics Teacher, Carroll High School.

“Our GradingRx stakeholder data helped us realize that our grading practices vary widely across classrooms and knowing this made it easier to navigate changes. One significant change we made was dissolving traditionally-calculated class rank and using our own stakeholder data helped ease understanding and decision-making. Now, we determine overall academic success by using evidence from multiple factors, no longer solely relying on students’ G.P.A.”

– Tammy Mason, Superintendent, Arlington Community Schools

“Our GradingRx survey data has helped us see the varying perspectives and levels of understanding of all of our stakeholder groups.  Although many of our data points mirror each other across parent, teacher, building leader and district leader responses, there are enough outliers and differences that the information has proven to be very valuable as we work to improve grading as a means to communicate.”

– Dr. Park Ginder, Principal, Homestead High School

“GradingRx has helped me rethink my grading practices. I now assess students according to their current standing relative to mastery, focusing more on learning outcomes, rather than the grade placed into the gradebook.”

– Mike Carpenter, 5th grade teacher, Aboite Elementary School

“Our stakeholder data reinforced that not all parties are on the same page when it comes to what a grade means and what a grade shows. As a teacher, the data compelled me to rethink my grading process and evidence I used for grades. In my new role, this data helps inform where disconnects in grading exist and directs my areas of concentration with peers.”

– Amy Thomas, Curriculum Coordinator, Northwest Allen County Schools

“One of the greatest benefits I have witnessed has been the focused conversations on grading and assessment practices.  It has challenged some of our departments to take a close look at practices that have been in place for many years and restructure some of what we do.  The conversations that have occurred in our building have reminded me that any changes to grading or assessment is indeed a process, and having our own stakeholder data has helped jumpstart our efforts.”

– Brandon Bitting, Principal, Carroll High School

“Our survey data has enabled teachers and administrators to continue the conversation about grading and assessment practices when developing curriculum and refining current scope and sequence for student courses.  Detailed conversations are now taking place which address the purpose of each assessment and how grades will represent students’ abilities.” 

– Louise Claney, Chief Academic Officer, Collierville Schools

“My teachers and I can now have informed discussions about our grading practices—focusing on what’s best for kids!”

​- Nick Bobay, Principal, Saint Therese Catholic School

“Our GradingRx survey data has been essential in helping us start conversations between all stakeholders (students, parents, teachers and administrators​) about the purpose of grading—and whether or not our practices align to that purpose and serve the best interest of students.”​

-Sam DiPrimio, Director of Secondary Education, Northwest Allen County Schools