Report Card Grading and Adaptations: A National Survey of Classroom Practices

William Bursuck, Edward A. Polloway, Lisa Plante, Michael H. Epstein, Madhavi Jayanthi, Jan Mcconeghy

Research output: Contribution to journalArticlepeer-review

28 Scopus citations


A national survey of elementary and secondary general education teachers (N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self-report survey indicated that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities. Results also indicated that teachers find certain grading adaptations - such as pass-fail grades, portfolios, multiple grades, and grading for effort - helpful for students both with and without disabilities. Implications for training, research, and practice are included.

Original languageEnglish (US)
Pages (from-to)301-318
Number of pages18
JournalExceptional Children
Issue number4
StatePublished - Feb 1996

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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