📣 The Fall 2026 issue is coming soon! ‼️ Until then, check out the Spring 2026 issue featuring four research studies by authors from around the world that explore critical topics in educational leadership and practice. 🔗 ojed.org/JSARD/issue/view/34…

HOT OFF THE PRESS! This commentary details one large, suburban school district that, after a decade-long commitment to implementing standards-based grading (SBG), reversed course, abandoned the initiative, and returned to traditional grading. PDF 👉 doi.org/10.32674/7an6dt57

This article examines multiple methods for calculating grades for individual standards in SBG systems, including logic rules, reliance on most recent evidence, various types of means, power law projections, and frequency-based approaches. 🔗 doi.org/10.32674/6j6j7f90

NEW ARTICLE! De-weaponizing Grades Through Teacher Tinkering and Student Insight #OpenAccess #Grading #K12 #PeerReviewed PDF 🔗 doi.org/10.32674/bs6x1g46

Grade inflation was notably more common than deflation. These findings raise concerns about the fairness and accuracy of point-based grading systems and support the need for more consistent, standards-based approaches. 🔗 ojed.org/JSARD/article/view/… @ErinSinner

NEW ARTICLE: From Fragmented to Aligned: A Standards-Based Grading Continuum in Teacher Preparation 🔗 ojed.org/JSARD/article/view/… #Grading #K12 #TeacherEducation

📢 NEW SPECIAL ISSUE 📢 Collectively, these eight articles provide practical insights for school leaders and deepen the theoretical understanding of grading practices for researchers and policymakers. 🖇️ ojed.org/JSARD/issue/view/38… #grading #K12 #OpenAccess #PeerReviewed

Catch up on 10 years of K–12 grading research—without reading 10 years of research! This essay from @SusanBrookhart explores additions to the grading research literature observed in the decade since the largest review in 2016. PDF ⤵️ ojed.org/JSARD/article/view/…

NEW ISSUE ALERT! Collectively, these eight articles in our special issue provide practical insights for school leaders and deepen the theoretical understanding of grading practices for researchers and policymakers. ➡️ doi.org/10.32674/t35h5a19

Collectively, these studies highlight the importance of authentic, practice-based preparation, the evolving demands of school leadership, and the need for targeted support to improve teaching and learning. Access the full issue here (no paywall!): doi.org/10.32674/b6fh1r78

JSARD is an open-access journal. There are no fees to individual authors, and authors are allowed to self-archive their work. Submit your paper today 👇 ojed.org/JSARD/about/submiss… #PeerReviewed #OpenAccess #EdLeadership

Grounded in rigorous research and real-world contexts, the articles offer valuable insights for both scholars and practitioners seeking to strengthen leadership capacity and ultimately advance learning outcomes for all students. --> doi.org/10.32674/b6fh1r78

JSARD is proud to be celebrating its 10th anniversary! Thank you for your readership and support over the past decade! ojed.org/JSARD/announcement/…

We are extremely pleased to present JSARD’s 2026 Spring Issue, which is the first issue in JSARD’s 10th anniversary! 🔗 doi.org/10.32674/b6fh1r78

JSARD is an open-access journal. There are no fees to individual authors, and authors are allowed to self-archive their work. Submit your research article or best practice article today: ojed.org/JSARD/about/submiss…

The Fall 2024 issue is here! This issue explores 4⃣key topics in ed leadership: the use of ChatGPT to address problems of practice, teachers' perspectives on student smartphone use, the impact of school climate on college and career readiness, and mentoring within schools.

📢 JSARD is excited to announce a call for papers on the topic of grading in K-12 schools. 📢 The abstract (<750 words) submission deadline is December 8, 2024. ojed.org/index.php/JSARD/ann…

Thank you for choosing JSARD to share your research!