In a study funded by the National Science Foundation, students given opportunities to re-learn and re-assess learned over half a year more math than their peers did. Now, with funding from the Department of Education, we are bringing these proven results to schools—along with ready-made classroom strategies and resources—at no cost.
Imagine a 6th grader who scores 70% on a math test. What does that number really tell her—or you? Now imagine instead she gets this feedback: “You understand dividing fractions, but you haven’t yet met standards on using unit rates. Here’s a resource to help; once you practice, we’ll reassess you for full credit.” That’s Standards-Based Grading (SBG). When we tested this approach in classrooms, students learned more than half a year of extra mathematics.
SBG makes grades clearer and more useful:
Academics only — Grades show math learning, not homework completion or behavior.
Recent evidence — Early struggles don’t lock in the grade; the most consistent, up-to-date learning counts.
By standard — Progress is shown skill-by-skill, not hidden inside one average.
SBG helps students learn more effectively by:
Making learning visible — separate ratings for each standard.
Showing the path forward — proficiency maps outline steps from “not yet” to Proficient and beyond.
Recognizing new learning — students can reassess after further study, so early results don’t define the final grade.
Equity through empowerment. Grades focus on academic learning, not behavior, so all students are evaluated fairly on what they know. Clear goals, high expectations, and built-in opportunities for additional learning—followed by reassessment for full credit—give every student a chance to succeed.
Students who learn at different paces, have test anxiety, or face other challenges get multiple ways to demonstrate their knowledge. Students take ownership of their learning and achieve more. SBG makes grades clearer and more useful:
Academics only — Grades show math learning, not homework completion or behavior.
Recent evidence — Early struggles don’t lock in the grade; the most consistent, up-to-date learning counts.
By standard — Progress is shown skill-by-skill, not hidden inside one average.
Voices from teachers who have used Standards-Based Grading
Standards Based Grading (SBG) transformed the way my Algebra I classes experienced success in learning. My classes consistently struggled with test anxiety and had a fixed mindset about mathematics. Either they were good at it or they weren’t. SBG allowed me to break instruction and feedback down by specific skills and standards, giving students a clear map of what they knew and where they needed improvement. With targeted feedback, students went from believing they were bad at math to seeing their strengths and having concrete goals for growth. Over time, students improved their knowledge in identified standards and expressed pride in their progress. Their self-confidence soared as they recognized that learning, and grading, was about mastering skills, not just chasing points. Students became more motivated because everyone had a path for success, no matter where they started. This experience cemented my belief that SBG can empower students by making learning clear, attainable, and meaningful.
Jessica Shupik
Math Teacher
As an 8th-grade teacher, I became committed to Standards-Based Grading because of moments like this: A student who struggled with slope turned in a take-home study package—explanations, problems, answer keys—expecting credit. When I explained she needed to show understanding in an assessment, not just complete paperwork, she was upset. Then she asked for the package back so she could actually learn from it. Two days later, she aced the assessment. When my students realized that reassessment meant another chance to actually learn something—not just another chance at points—they learned dramatically more.
Steven Kramer
Project Director, ME-SBG
Event
February 10, 2026
Online
Productive Struggle • Depth of Knowledge (DoK) • Formative Assessment • Motivation• Latest Research
Free Professional Development Day February 10, 2026 | Lincoln Intermediate Unit 12 Offices
Learn how Standards-Based Grading (SBG) accelerates math achievement—and discover powerful teaching strategies that work whether or not you adopt SBG.
Morning Sessions:
Afternoon Sessions:
Walk away with strategies you can use Monday morning, regardless of your grading approach.
For: Math teachers, instructional coaches, principals, curriculum leaders
Co-hosted by Lincoln Intermediate Unit 12 & 21PSTEM
[Register Interest using Contact Us]
Event
March 18, 2026
Online
Free Webinar: March 18, 2026 | 1:00 PM – 2:00 PM EST
Join our free webinar to learn how ME-SBG delivers 1.5+ years of growth per school year— with full implementation support and paid teacher professional development.
Learn about:
Limited spots for 2026-27 cohort. Application deadline: May 2026 Districts applying by February 27 receive cohort assignment by March.
For: Superintendents, Curriculum Directors, Principals
Co-hosted by Lincoln Intermediate Unit 12 & 21PSTEM
Stay up to date with news, events, and research from MESBG.
An educator recently asked us an important question about reassessment in standards-based grading: “I
The Journal of Research on Educational Effectiveness (JREE) has published our groundbreaking paper—the first-ever
21PSTEM has been developing an online application to provide relearning and reassessment materials to
An educator recently asked us an important question about reassessment
The Journal of Research on Educational Effectiveness (JREE) has published
Research
Teachers and students share how clarity in grading leads to higher engagement
Tracey Wilson
August 20, 2025
Blog
Teachers and students share how clarity in grading leads to higher engagement
Tracey Wilson
August 20, 2025
News
Teachers and students share how clarity in grading leads to higher engagement
Tracey Wilson
August 20, 2025
To register for the event, please do so through Lincoln IU’s PowerSchool page. If you already have an account, login and search for course 11352.
If you do not have an account, click on this link:
https://lincolnu12.pl.powerschool.com/ia/empari/login/guest.
Click on “Sign Up” to create an account. Once you do, then sign up for course 11352.
If you have any difficulty, please reach out to info@21pstem.org.
Consultant
Ms. Tice is a specialist in mathematics coaching, curriculum and instruction at 21PSTEM with over 40 years of experience in education as a public-school teacher in Pennsylvania, New Jersey, and Ohio. She has worked in the Colonial School District, Plymouth Meeting, PA as both an embedded math instructional coach at the high school and as a classroom mathematics teacher. As instructional coach for Colonial School District, she assisted in creating standards-aligned district exams for grades 6-12 and provided professional development for the implementation of the newly adopted integrated mathematics curriculum. For the Bristol Township School District in Levittown, PA, she taught mathematics in grades 7 through 12 and was instrumental in implementing a new integrated math curriculum at the high school. As part of her final project for her M.S. in educational administration, she created a comprehensive plan to address the achievement gap among underserved groups of high school math students. At 21PSTEM she has provided professional development for teachers in multiple states for integrated mathematics programs and assisted in professional development for the ESSA (formerly ECASE) project math teachers in Egypt. Ms. Tice is excited to be part of the Standards-Based Grading research project at 21PSTEM.
In addition, she is a part-time professor of mathematics for prospective teachers at Bucks County Community College.
M.S. Gwynedd-Mercy University, Educational Administration
Certificate of Secondary Mathematics Education, The College of New Jersey B.A. Heidelberg University (Ohio), Elementary Education with Departmental Honors.
Consultant
Dr. Jessica Shupik’s professional journey has been defined by a passion for designing transformative learning experiences and driving positive organizational change. Through her doctoral research, Dr. Shupik has cultivated expertise that bridges research and real-world application. Throughout her roles in public education, corporate training, and nonprofit consulting, she has consistently developed and implemented initiatives that translate complex goals into measurable improvements in performance and engagement. As a learning professional, Dr. Shupik has crafted solutions tailored to diverse learners, from piloting programs that boosted test scores to leading national conference presentations on tech-infused education. She is recognized for her engaging public speaking, collaborative approach, and the ability to bridge communication across departments to achieve lasting, meaningful results.
Consultant
Dr. Teomara (Teya) Rutherford is an Associate Professor of Learning Sciences in the University of Delaware School of Education. She received her PhD in Learning, Cognition, and Development from University of California, Irvine, her JD from Boston University School of Law, and her bachelor’s degree in Elementary Education with a concentration in Computers in the Classroom from Florida International University. Dr. Rutherford’s research focuses on learning and motivation, especially in STEM and in digital contexts. Currently, she works on a number of federally-funded projects on K-12 mathematics and cybersecurity education and on university computer science. In each, she uses design tools, such as logic models and theories of change, to connect researchers, developers, and practitioners in creating, implementing, and evaluating learning-focused tools and products.
Student Success Programs Supervisor for PPS
Chris Heckman is the Student Success Programs Supervisor for Portland Public Schools in Oregon, where he supports work in mathematics standards and assessments. He’s taught 6-12 grades math for twelve years in the Portland area and has loved his experiences in math education working with youth. Apart from work, Chris stays active through exercise, outdoor adventures, and the occasional home repair project, expresses creativity through cooking and music (guitar and piano), and finds inspiration through reading and mindfulness / meditation. Currently, his two favorite teachers are his seven-year-old child – who offers daily lessons in wonder (and patience) – and his incredible wife, who he’s still working hard to impress.
Standards-Based Grading Specialist
Vivian Loewenstern-Jaffe has the background and experience that make her ideally qualified to play a supportive role in the Mathematics Empowerment through Standards-Based Grading Program. After a distinguished career as a mathematics teacher, she was a central office administrator in two school districts where she had the responsibility of implementing standards-based grading district-wide. In addition, she was a lead in the development of the mathematics curriculum and collaborated with others on the mathematics assessment system for a USAID funded project to develop STEM high schools in Egypt. In this role, not only did she create country-wide math assessments, but she performed numerous country-wide presentations on standards-based grading for teachers, administrators, and supervisors.
Logistics Coordinator and Administrative Assistant
Kylie Doyle is a Logistics Coordinator and Administrative Assistant on ME-SBG. She primarily works with travel, event coordination, and a multitude of other administrative duties to support the project. She has a background in visual arts, which she uses while managing the website and creating social media content along with other materials for ME-SBG. After work, Kylie enjoys writing, making art, and maintaining a growing collection of indoor and outdoor plants.
Lead Software Engineer
Tim Flood is the Lead Software Engineer for ME-SBG. In this role, he architects and develops the web-based platform that enables teachers to implement standards-based grading with their students, designing systems that handle LMS integration, standards management, and student performance tracking. A former project manager and scrum master turned software engineer, Tim collaborates with the ME-SBG team using Agile practices to deliver teacher-friendly tools. Outside of work, Tim’s interests range across weightlifting, long-distance swimming, reading, and drawing.