Interpreting Report Card Grades in Secondary Schools: Perceptions of Handicapped and Nonhandicapped Students

Abstract

Assigning grades to exceptional students in regular high school classes has been described as a dilemma for teachers. The studies presented in this article investigated the meanings of report card grades to handicapped and nonhandicapped students in the high school mainstream. Study 1 found significant differences in the interpretation of report card grades between these two groups. Nonhandicapped students gave stronger endorsements to statements indicating that grades tell how much has been learned and how much effort has been expended than did handicapped students. Individual interviews with 10 special education students and 10 nonhandicapped peers in Study 2 found acceptance of differentiated requirements for passing grades based on student ability. These studies support the need for systematic modifications of grading practices to communicate progress more effectively to exceptional students.