When we tested standards-based grading in Algebra and Geometry classrooms, students learned more than half a year of additional mathematics compared with traditional grading. But here’s what we learned: that success depended on teachers creating reassessments, study materials, and follow-up routines largely on their own.
That’s why we created Math Empowerment through Standards-Based Grading (ME-SBG)—so teachers don’t have to build these supports themselves. ME-SBG provides the reassessment protocols, learning resources, and classroom routines that make standards-based grading practical and sustainable.
Funded by the U.S. Department of Education’s Education Innovation and Research (EIR) program, ME-SBG makes Standards-Based Grading practical at scale by providing:
In short: ME-SBG keeps the heart of Standards-Based Grading—clear feedback, additional learning, and full-credit reassessment—but makes it realistic for teachers and accessible for students and families.
Because grades reflect academic learning, not behavior, all students are evaluated fairly on what they actually know. Students who learn at different paces, have test anxiety, or face other challenges get multiple pathways to demonstrate mastery. Clear goals, built-in support for additional learning, and genuine opportunities to reassess empower all students to take ownership of their learning and achieve more.
Sign-up & prep
Apply to join (priority deadline Feb 27).
Attend a 30-minute info session.
Draft MOU and confirm participating grades/sections.
Wave 1 randomization
Schools with signed MOUs by Feb 27 are randomized to Cohort A (immediate) or Cohort B (delayed).
Rolling sign-up
Applications still accepted.
Finalize remaining MOUs for Wave 2.
Wave 2 randomization
Schools with MOUs finalized by the end of May are randomized and notified of cohort.
Summer PD, Cohort A
Three-day teacher onboarding covering reassessment systems, proficiency mapping, and ME-SBG tools.
Set up classroom workflows and family communications
Implementation Year 1, Cohort A
Monthly PLC support
Grade by standard, using current evidence of content mastery
Reassess for full credit after further work
Summer Refresh, Cohort A
Implementation Year 2, Cohort A
Monthly PLC support
Grade by standard, using current evidence of content mastery.
Reassess for full credit after further work
Summer PD, Cohort B
Three-day teacher onboarding covering reassessment systems, proficiency mapping, and ME-SBG tools
Set up classroom workflows and family communications
Implementation Year 1, Cohort B
Monthly PLC support
Grade by standard, using current evidence of content mastery.
Reassess for full credit after further work.
Summer Refresh, Cohort B
Implementation Year 2, Cohort B
Monthly PLC support
Grade by standard, using current evidence of content mastery
Reassess for full credit after further work
ME-SBG provides:
– Professional Development
– Re-teaching resources
– Re-assessments
– Practical processes for using these resources
Teachers:
-Grade by standard
-Provide clear feedback and next steps
-Support re-learning and reassessment when needed
-Maintain high standards for all students
Students:
– Study more when needed, then re-assess for full credit
– Take ownership of their learning
– Tackle challenging problems or tutor peers to earn advanced proficiency
All students learn more math!
Our NSF-funded PARLO study demonstrated a power of Standards-Based Grading in action
Students who thought they were failures in math started to succeed.
Students Learned 2/3 of the year more in Algebra
Student learned over half a year more in Geometry
Students showed stronger persistence, growth mindset and confidence
The difference? Clear feedback, opportunities to improve, and no penalty for growth
ME-SBG builds on these results to empower math learners in even more classrooms!
Voices from our students, teachers, and parents.
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Maxin Will
Parent of 7th Grader
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Maxin Will
Parent of 7th Grader
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua quis nostrud exercitation ullamcoLorem ipsum dolor sit amet, consectetur adipiscing elit, sed do
Maxin Will
Parent of 7th Grader
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua quis nostrud exercitation ullamcoLorem ipsum dolor sit amet, consectetur adipiscing elit, sed do
Maxin Will
Parent of 7th Grader
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua quis nostrud exercitation ullamcoLorem ipsum dolor sit amet, consectetur adipiscing elit, sed do
Maxin Will
Parent of 7th Grader
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua quis nostrud exercitation ullamcoLorem ipsum dolor sit amet, consectetur adipiscing elit, sed do
Maxin Will
Parent of 7th Grader
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
Apply to join (priority by Mar 31, 2026).
Schedule a 15-minute info session.
We can preview resources with your team.
Selection & mous finalized
School assigned as immediate implementers (cohort A) or delayed implementers (cohort B)
Cohort A onboarding & initial pd (teacher-friendly,short)
Teacher setup: proficiency maps, reassessment workflow, family letter
Implement mE-SBG with ongoing coaching and ready to use resources
Monthly plc support
Refresh day (cohort A)
Cohort A: year 2 with continued support
Cohort B onboarding & initial pd (teacher-friendly,short)
Teacher setup: proficiency maps, reassessment workflow, family letter
Implement mE-SBG with ongoing coaching and ready to use resources
Monthly plc support
Refresh day (Cohort B)
Cohort B: year 2 with continued support
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.