Students learn substantially more math with clear feedback and second chances to succeed—while teachers get comprehensive implementation support that works with your existing curriculum.
Proven Impact
What you get
Schools commit to one full grade level of participation and random assignment to cohort; both cohorts receive two years of direct support.
What you commit to
Participating schools:
Participating teachers:
How randomization works
Participating schools keep permanent access to ME-SBG materials and receive support to build internal capacity so the work continues after the study.
What stays free forever:
Building your internal capacity (Years 3-4):
After direct project support ends: Schools run ongoing training using the provided materials. Teacher stipends conclude after your cohort’s two-year support period; districts typically integrate refreshers into existing PD days or budget for teacher time.
Students
Clear goals, fair grading, real chances to succeed.
Parents
Plain-language progress reports and how to help at home.
Teachers
Ready-to-use resources, practical classroom routines, ongoing coaching.
Districts and Schools
No-cost implementation support; a research partnership that brings credibility and innovation to your school.
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
Questions? See the Joining Our Study section of our FAQ.
From research papers to practical classroom tools, MESBG provides resources to help teachers, parents, and students better understand standards-based grading.
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.