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“Gold-Standard” Study Confirms: Standards-Based Grading Accelerates Math Learning

The Journal of Research on Educational Effectiveness (JREE) has published our groundbreaking paper—the first-ever cluster randomized control trial investigating Standards-Based Grading’s impact on student achievement.

We randomized 29 Pennsylvania middle and high schools, with 15 implementing SBG and 14 continuing business-as-usual. On end-of-course tests in Algebra 1 and Geometry, SBG students outscored comparison students by 0.33 standard deviations—enough to move a student from the 50th percentile to the 63rd percentile. The average student in the SBG group learned more than 1.5 years of mathematics in a single school year.

“This research provided strong causal evidence that SBG works,” said Dr. Steve Kramer, ME-SBG project director and lead author. “We created ME-SBG to make this approach easier for teachers to implement so more students can benefit.”

JREE is the flagship journal of the Society for Research on Educational Effectiveness and focuses on studies that support strong causal inference. See the full article here and a 1-page summary here.

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Jessica Shupik, Ed.D.

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.

Teya Rutherford

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.

Chris Heckman

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.

Vivian Loewenstern

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.

Kylie Doyle

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.

Tim Flood

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.