Meeting Public Comments

Michele Pettit

This should be a local control decision made by school boards, school administrators, educators and parents. This flies in the face of small government and local control. My children attend a high achieving high school with standards based grading and I highly value the emphasis on learning. The benefits far outweigh any drawbacks. This decision should be local.

Nicole Skaar

Why would the state government be in a position to dictate to schools how they assess and grade students? These are policy decisions best left to educational experts and not legislators. My daughter's high school uses SBG, and it's great! She cares less about points earned on assignments and more about mastering the content since the switch from traditional grading practices. She now has the option to relearn and revise when she doesn't get something the first time around. This has made her a better learner.

Nicole Krayneski James

Hello, My name is Nicole James and Im a parent and teacher of schools that use SRG to grade work. I have taught both with SRG and without and I can tell you that SRG just makes more sense. You can easily understand if your child is on track or if they need more support in a subject area. It is not nitpicking certain every little detail and gives students opportunities to go back and make sure they are learning before moving onto the next target. It makes sense. What does not make sense is the party that claims to love small government wanting to take over every decision a school district makes. No sense at all. Lets stick to fully funded schools and letting those in charge of school that have done lots of research make the best choices for our schools. Thank you, Nicole James

Emmy Weig

Dear Subcommittee Members,I am writing to advocate for the continued use and expansion of StandardsReferenced Grading (SRG) and StandardsBased Grading (SBG) practices within our states educational system. As an educator with a Master's in Education from the University of Iowa and extensive experience in implementing SRG/SBG, I strongly believe that regressing from these practices would have a detrimental impact on Iowa students, particularly those from low socioeconomic backgrounds.SRG/SBG systems focus on the mastery of learning standards rather than the assignment of arbitrary letter grades. This shift places emphasis on student understanding and growth, rather than on compliance with outdated grading practices that fail to reflect true learning. Traditional grading systems, while historically used for sorting students, often reinforce societal inequities, creating a divide between students based on socioeconomic status. In contrast, SRG/SBG practices offer a more equitable approach by addressing individual learning gaps and fostering a deeper understanding of state standards.In my district, SRG/SBG practices have proven effective in improving student outcomes, especially in a postCOVID environment where learning gaps are more pronounced. By using these grading systems, we have been able to identify and address specific areas where students struggle, enabling targeted interventions that increase overall student achievement. While we are not yet at our ultimate goal, the growth we have seen over multiple yearsparticularly among our lowincome studentsdemonstrates the efficacy of SRG/SBG in fostering longterm academic success.These practices are not a "new" concept; in fact, they have been actively used in our district for over eight years. SRG/SBG is a proven approach that prioritizes learning and skill mastery, which is the foundation of effective education. It is disheartening that some state officials have expressed opposition to these methods without fully understanding their benefits. As educators who work directly with students, we understand that these grading practices are crucial in supporting students individual learning journeys and helping them overcome barriers to academic success.I urge you to reconsider any measures that would move us away from SRG/SBG practices and instead look for ways to support their continued implementation and expansion. Doing so will help ensure that all Iowa students, regardless of their socioeconomic background, are provided with the best opportunities for growth and achievement.Thank you for your time and consideration. I look forward to your response and to a continued dialogue about how we can best support the academic success of all Iowa students.Sincerely,Emmy Weig4th Grade General Education TeacherWings Park SchoolOelwein Community School District

Marcia Powell [Choice Charter School]

I want to register my objective to this bill. I've been working with standardsbased grading since 1994 in multiple schools. Back then it was called something different, but the impact was the same: trying to give the best information possible to parents, guardians, and students about the progress of students in their learning. To do that, the staff members look at standards and also the research about what works in learning. There's no rationale for such micromanaging of a school and its teachers.

Jennifer Proctor

Please vote no!Duly elected school boards and professional educators should have the ability to exercise their local authority to determine the grading system that works best them. Parents are able to exercise their rights by voting, speaking at school board meetings, and emailing school leaders. Please focus on fully funding public education.

Kathryn Smith

Hello, My name is Kate Smith, from Iowa City, Iowa. I'm a parent to two fourth graders and a kindergartener, and I'm a professor at the University of Iowa. I'm writing in opposition to HF 150 about Standards Based Grading. While I know that HF 150 only applies to grades six thru twelve, I am reaching out as a university professor who strongly believes in standardsbased grading. Grades are deeply embedded within educational systems, and they provide teachers, students, and others a simple way to quantify and interpret the complex and nuanced aspects of learning. (Cain et al, AJPE 2022) The most common way of communicating about a student's performance or learning in a class is through a traditional letter grading scheme, where an A indicated excellence, B indicates good, but not outstanding, and C indicates fair performance. Joshua Eyler, PhD, is an internationally recognized expert on teaching, learning, and the future of education. In his 2023 book Failing Our Future: How Grades Harm Students, and What We Can Do about It, Elyer says grades have traditionally been used because they are a "convenient tool to rank and evaluate students." (Elyer pg 107) The most basic assumption concerning grades is that they accurately measure learning. However, numerous factors influence traditional grades validity in measuring learning and how those measurements are interpreted. The precision of how we measure and report learning (through points and grades) depends on the reliability of our assessments. If grades comprise items other than assessment of knowledge and skills, then they may not accurately reflect learning. Differences in grading approaches complicate interpretations of grades.Standards Based grading has been used in health professions education for over two decades (Wilkinson 2007) and its use continues to expand as more educators understand the benefits. Standardsbased grading, as stated in HF 150, gives educators the opportunity to break down large topics, e.g. algebra, into smaller learning objectives or skills, e.g. solving inequalities, parallel and perpendicular lines. A students performance or learning is evaluated based on the extent to which the student has mastered each particular learning objective or skill. Different students may meet standards at different times, and those who need additional practice on some standards can use their time to review only the areas where they are not yet meeting the standards. Elyer also says "One key feature of most iterations of standards based grading is that students have multiple attempts to meet the standards, and usually, multiple means by which they can demonstrate their understanding." The use of standardsbased grading has been shown to help students understand what is expected of them, reduce antagonism between the teacher and the student, and increase student receptivity to meaningful feedback. Overall, the research suggests that standards based grading can be an effective way to improve student learning, reduce grade inflation, and save instructors time in grading. This would lead to grades which more accurately reflect student learning and allow teachers to more effectively coach students in areas where they are struggling to learn. I encourage you to opposed HF 150, Thank you, Kathryn SmithWilkinson TJ, Wells JE, Bushnell JA. What is the educational impact of standardsbased assessment in a medical degree?. Med Educ. 2007;41(6):565572. doi:10.1111/j.13652923.2007.02766.xCain J, Medina M, Romanelli F, Persky A. Deficiencies of Traditional Grading Systems and Recommendations for the Future. Am J Pharm Educ. 2022;86(7):8850. doi:10.5688/ajpe8850Elyer, JR. Failing Our Future: How Grades Harm Students, and What We Can Do about It. John Hopkins University Press. 2024.

Catherine Petersen

I am writing as a college educator, current EdD student, and parent of K12aged children, to urge you to oppose HF 150. Standardsbased assessment prepares students for the realities of college expectations and reinforces personal performance assessment that is needed for a growing workforce. Banning innovative assessment is moving in the wrong direction for Iowas students.

Jonathan Huber

As a college student who experienced the benefits of standardsbased grading in high school, I oppose House File 150. Standardsbased grading provides a clearer picture of my strengths and areas for improvement by breaking down subjects into specific skills. This method helped me focus on mastering each concept, rather than just aiming for a letter grade. Prohibiting this approach would take away a valuable tool that promotes deeper understanding and personalized learning. Let's prioritize effective education methods that truly prepare students for future success, and focus on more important things.

Sandy Wilson [Citizen Engagement]

Citizen Engagement declares IN FAVOR of HF 150. Please advance the bill.

Kelly Smith

Please support this bill. Standards based grading is a very subjective way to measure a students success. Every teacher does things a different way making it very hard for the students to know what it takes from one class to the next to be successful. Often under Standards Based Grading, assignments are not counted in the students grades, students are allowed to take multiple test retakes, and students receive 60% or a D just for showing up to class. Many parents believe standards based grading does not prepare their student for their next chapter.

Susan Olesen [Retired]

This is not a decision the legislature should be making. This should be left up to local schools. This is the epitome of micromanagement.

Alicia Coleman

I oppose HF 150 banning standards references grading. Standards referenced grading makes grading more transparent for students, teachers, and parents. It clearly lays out what the student need to learn and when implemented well clearly lays out ways students can demonstrate mastery. It also levels the playing field so that all kids have access to the same points, rather than awarding extra credit for buying supplies or doing frivolous activities. It also means that teachers are heading in the same things, so one teacher in a district isnt over inflating or harshly grading. It also allows multiple opportunities for students to show understanding. Overall it is the most fair system where all students have a chance to show mastery.

Mandy Gilbert

I support this bill. In theory SBG sounds like a great idea however in practice it's drives a different outcome. It teaches kids to not study and continue to retake tests until a desired grade is obtained, not because the information was finally mastered. As a high performing student in the 90's our high school implemented OBE (outcome based education) which has influenced SBG. As a goood student, I stopped studying for tests and waited to take the test to see what was on it then retake multiple times until I got an A. I was not gaining information or developing study skills, I was simply memorizing the parts I got wrong and would retake. I struggled my first year of college because I lost the skills to study for a test that was not a retake. Now having college students, this is their complaint that they can't retake tests. SBG does not prepare students for college or any career, with the mindset I can just "redo" or "retake". Secondly I have heard many teachers complain about implementing SBG as it's not consistent on how to use it and parents contact them not understanding the measurement used and how it affects GPA and college admission. Thank you for seeing the need to write this bill. My guess is these legislators were contacted by teachers and parents who have first hand experience on how this method fails students by making them all "appear" to be successful and passing standards.

Geralyn Jones

I am strongly IN FAVOR of this bill. We have allowed standardsbased grading to soften the expectations of students for far too long. I can attest to teachers giving students a passing grade in HS on a paper for reasons like, they recently came out as gay and are struggling despite the paper receiving a failing grade. Point is, whether the student is displaying academic understanding of the material or not, they are passing onto the next level. This creates an unrealistic expectation of post graduation readiness and sets the student up for failure. I can personally attest to my student switching from Public to Private school and the expectations being vastly different. Public schools are modeling more of the standardsbased model while the private schools are evidence based, thus resulting in a two year gap in the learning experiences, public schools being academically two years behind. Please vote YES and move this bill forward.

Erik Wisecup

In support!

Mona Yanacheak [Iowa ASCD & Educator]

The whole basis for this bill is completely misinformed. Standardsbased grading helps student, parents, and teachers know with greater clarity what the learning targets are and what the progression of their learning needs to be to reach mastery of the skills and understandings we want every learner to achieve.It takes away the use of traditional grading as a sorting/ranking system because the very foundation of Standardsbased Grading is that students are able to focus on the learning and mastery of the skills, with more students reaching higher levels of proficiency, rather than just focusing on a grade, which on a hundred point scale is meaningless.SBG provides for more precise and meaningful feedback to learners in a more timely manner! Legislators are not in the classroom and before any action should be taken on this bill, you need to become more informed and investigate the truth about Standardsbased Grading and the positive impact it is having on learners in Iowa and across our nation! See it done well and you will never want any classroom to grade not using SBG.

Stacey Ruff

I am opposed to the 2.25% increase in SSA. Though this is better then the Senate proposal of 2.0%, it still puts many of our school districts at a budget guarantee. This will then cause districts to make reductions in teachers or put an extra burden on taxpayers through property tax increases. The further negative impact this has on our students and their learning is just not right.

Patrick Wallace [Danville CSD]

To the Honorable Members of the Iowa Legislature,I write to you today as a deeply concerned superintendent, alarmed by the legislative efforts to prohibit standardsbased grading (SBG) in Iowa schools. The movement to outlaw this researchbacked best practice not only undermines educational progress but also threatens the integrity of student learning and assessment across our state.Standardsbased grading is an evidencebased system designed to provide clearer, more accurate, and actionable feedback on student progress. Unlike traditional grading, which often includes extraneous factors such as behavior, attendance, extra credit, and homework completion, SBG focuses solely on student mastery of academic content. Research supports the effectiveness of this approach in promoting student achievement, motivation, and equity.A study by Guskey and Bailey (2001) underscores that traditional grading practices often obscure what students actually know and can do. By contrast, standardsbased grading provides clear, specific learning targets, allowing students and parents to understand strengths and areas for improvement. Furthermore, a 2014 study by Brookhart et al. found that SBG promotes student growth and engagement by emphasizing learning progress rather than simply accumulating points for a grade.Additionally, research from Marzano (2006) demonstrates that students in districts implementing standardsbased grading show higher levels of academic achievement. The consistency of SBG removes the subjectivity of traditional grading, ensuring fairness across classrooms and better alignment with state standards. Moreover, research from the American Educational Research Association (2018) suggests that standardsbased assessment improves student retention of material, fosters a growth mindset, and better prepares students for college and career readiness.Citations:Guskey, T. R., & Bailey, J. (2001). Developing grading and reporting systems for student learning. Corwin Press.Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2014). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 84(4), 803848.Marzano, R. J. (2006). Classroom assessment and grading that work. ASCD.American Educational Research Association. (2018). Standardsbased grading and student learning outcomes. AERA Research Brief.Opponents of SBG claim it confuses parents or diminishes student accountability, yet studies show the opposite. Schools implementing SBG effectivelythrough transparent communication and professional developmentreport increased parental engagement and student ownership of learning. Parents receive detailed reports explaining their childs progress on specific standards rather than an arbitrary letter grade that lacks context.Eliminating standardsbased grading in Iowa would be a regressive move, undermining the work of educators striving to ensure all students are assessed reliably, validly, and effectively. I urge the legislature to prioritize student learning, growth, and achievement over political pressures and allow local districts the flexibility to implement best practices in reporting student learning and assessment.Thank you for your time and consideration.

John Howard [Union CSD]

The fact that this is even being discussed in the Iowa Legislature is ludicrous. Our district is making the transition to standardsbased grading and has been doing work on this change for many years. The #1 reason we are transforming our grading practices is for one thing it is best for kids. Like anything associated with school, we have to do what we can/need to in order to help our students succeed. An A, B, C is simply a letter grade and usually corresponds to so many points earned divided by so many points. However, these "marks" really don't tell the student, teacher or parent/guardian anything about learning. Further, this proposal is simply another method for state lawmakers to dictate not only what is being taught in the classroom but also how to grade items. Why can't a local district decide what is best for their students and have policies that reflect the best grading practices for their students? We can't continue with the archaic grading practices and expect students to really succeed.

Cindy Barwick [Sheldon CSD]

Standards based grading provides specific feedback to students, families, and teachers on what exact skills students can perform and where they still need to continue learning. In our experience at our middle school with SBG, our students are able to articulate and understand what skills they need to continue working on because that information is so clear when we use standards. If we use a traditional grading system, students earn a percentage of points and a letter grade, but what exactly does that letter grade mean? How does a letter grade communicate what a child knows or doesn't know? We have used standards based grading for over 10 years at our middle school. Our students are fully prepared to enter high school where they will receive letter grades; they successfully make this transition and flourish in high school as can be seen by the number of students on our honor roll at Sheldon High School.The details of how we grade our students in our public schools should be left to the schools to decide and not dictated by state legislature. Our grading system is clear and precise and helps to produce students who are ready to succeed in high school and beyond. Please do not limit our choice of grading options by furthering this bill.

Dan Pottebaum [Boyden-Hull CSD]

For years, Iowa has prided itself on "local control" within it's school systems. As a school district, we do not have a system wide use of standards based grading, but we do have a few teachers who have implemented a successful grading system that has proven itself in our standardized test scores of ISASP and MAPS. Please stop micromanaging education through legislation.

Kirk Ryan [Iowa Educator ]

I really hope you think about the ramifications of pushing something like this through. We have standards for everything in our world. Why would we not have them to help guide teachers, students, and families for how well a student(s) are doing? A letter grade does not tell you how well a student understands the content at all. Think about it terms of doctors. Two students studying in the medical field pass a class. One with a "C" and one with an "A". Which student would you say truly understands the class? One further, say the student that was getting a "C" asked to do extra credit so they could raise their grade and the professor allows this. Does that student TRULY know the content and meet the appropriate standard? This is just one of many reasons why standards based grading helps everyone understand if a student understands the content or not. Thank you for taking the time to consider this information. I hope the day has a good you!

Brett Abbotts [Greene County CSD]

StandardsBased Grading (SBG) is a transformative approach to assessment that aligns grading with learning objectives rather than arbitrary point systems. As schools strive for more equitable and meaningful assessment practices, SBG emerges as a crucial method for ensuring students understand and master essential concepts. Implementing and continuing SBG in grades 612 offers several educational merits, including increased clarity, student ownership of learning, and improved instructional practices. 1. Clarity in AssessmentTraditional grading often includes elements unrelated to mastery, such as extra credit, participation, or compliancebased assignments. In contrast, SBG focuses solely on student proficiency in specific learning standards. This ensures that grades are an accurate reflection of what students know and can do, rather than a mixture of behavior and performance. By providing detailed feedback on specific skills, SBG helps students and parents understand strengths and areas for improvement more clearly. 2. Encouraging a Growth Mindset SBG shifts the focus from earning points to demonstrating mastery over time. This fosters a growth mindset, where students see learning as a process rather than a fixed outcome. When students receive feedback tied to standards rather than a final grade, they are more likely to take ownership of their learning, seek additional support, and engage in selfreflection. The opportunity for reassessment in SBG reinforces that failure is not an endpoint but a step toward progress. 3. Equity and FairnessOne of the primary concerns in traditional grading systems is inconsistency in how teachers assign grades. Subjective factors such as effort, participation, or homework completion can disproportionately affect students who may struggle due to outside factors, such as socioeconomic status or learning differences. SBG ensures that all students are assessed against the same clearly defined standards, creating a more equitable system that evaluates mastery rather than compliance. 4. Improved Instruction and Intervention For educators, SBG provides precise data on student learning, making it easier to identify gaps and tailor instruction accordingly. Teachers can adjust their methods, offer targeted interventions, and provide more personalized learning experiences based on specific areas where students need support. This formative assessment approach enhances instructional effectiveness and student outcomes. 5. College and Career ReadinessThe skills emphasized in SBGselfassessment, perseverance, and mastery of conceptsalign closely with the demands of higher education and the workforce. Colleges and employers increasingly value critical thinking and problemsolving over rote memorization and task completion. By implementing SBG, schools prepare students for the real world, where competency matters more than effort alone. Conclusion StandardsBased Grading is not just an assessment shift; it is a cultural shift in how schools define and support student success. By providing clarity, promoting growth, ensuring fairness, enhancing instruction, and preparing students for the future, SBG proves to be an essential practice for grades 612. Schools committed to meaningful assessment should not only implement SBG but also continuously refine it to ensure it meets the evolving needs of students and educators.

Jesika Townsley

Dear Whom this May Concern,I am writing to express my strong support for maintaining standardsbased grading in our schools. As an educator/administration, I believe this system provides crucial benefits for both students and parents.Standardsbased grading offers a clear and precise picture of student learning. Instead of a single letter grade that can be a confusing mix of factors like homework completion, participation, and test scores, this system breaks down learning into specific, measurable standards. This allows parents to see exactly what their child has mastered and where they need additional support. For example, instead of just seeing a "C" in math, a parent can see that their child excels at adding fractions but struggles with multiplying them. This detailed information empowers parents to have more targeted conversations with teachers and better support their child's learning at home.This system also benefits students by providing them with specific feedback on their strengths and weaknesses. They understand precisely what skills they need to develop, fostering a growth mindset and encouraging them to take ownership of their learning.I understand there may be discussions regarding alternative grading systems. However, I urge you to consider the significant advantages of standardsbased grading in providing transparency and promoting student success. It allows for a more accurate and meaningful assessment of student learning, which ultimately benefits our children and our community.Thank you for your time and consideration of this important matter. I encourage you to further investigate the positive impacts of standardsbased grading.Sincerely,Jesika Townsley

April Six

Why would we want to prohibit schools from allowing standards based grading in 6th12th grade?? School is about learning. LEARNING! Allowing standards based grading puts a focus on learning. It makes it about the learning, not about earning an A B C D or F. We should want our students to focus on the learning. It helps students to have ownership and take responsibility for their learning. It helps students be more driven to focus on the content of the standard/learning and work towards mastery. It provides students with opportunities to be self driven and motivated in their education. Creating students who want to do better because they understand what they need to learn. Not just an I want an A. Standards based grading promotes student LEARNING!! I urge you to please please not let this bill pass!

Michelle Murray

I am opposed to prohibiting using standardsbased grading in grades six through twelve. Standardsbased grading provides more information to stakeholders on a student's ability to meet the standards that are provided by the state. Standardsbased grading allows for better data to allow for intervention and enrichment opportunities to help ensure that all students meet the rigor of the standards and to be college and career ready.

Nick Trenkamp [Central & Eastern Allamakee School Districts]

I question why we need a bill on grading? What is the background of politicians to enact such a bill in education? If a concern exists with grading, should that follow the already established process of a parent going to the teacher, then to the Principal, then to the Superintendent, and then to the locally elected school board? I think we have more pressing issues to address at the state level. Keep local control of grading practices for the people in that field and the locally elected school boards.

Brandi Boyd

Standard based grading does not help to prepare our students going on to continue their education and does not belong at the high school level.

Olivia Foglesong

Standardbased grading helps determine student skills and ability levels to see their progressions with learning. As an educator, I believe that standardbased gradings needs to be allowed and should be required for students K12. Teachers need to be able to know skills that students need additional support in based on the standards to be able to intervene appropriately. Traditional grading focuses on points earned and also tends to includes homework, participation, and effort instead of mastery of the skills. For students to move forward with their education they should master skills and standardbased grading helps determine mastery of standards and not on their effort.

Caroline Nelson [Sharon's Furniture]

My name is Caroline Nelson of Dubuque, IA. I am a mother of two children a 6th and 5th grader attending Dubuque Community School District. I would like to remind that you can allow people to opt out of testing or to ask for written exams corrected by the district. Written exams on paper with an addition of oral examination help the State of Iowa determine the true depth of a person's intelligence. The algorithms behind testing can be hacked. Not only can they be hacked, parents get intensely competitive over protecting the power of their child. I've learned with Veterans in Dubuque County, some people get competitive over their children.The worst is eliminating any possible human connection to prevent anyone else from getting privilege testing information from the teachers. They learn to deny basic cooperative behaviors to "better my own child". It started with competing over a number on an exam to stealing branded tshirts out of my house. That's how parents can be over the idea that their children are better because they learned to get the information from teachers about a test. It wasn't that they're smarter, it was that they harmed human connections. Getting the information requires popularity. Anyone from the military knows that popularity isn't leadership. Their kids got a higher test score, they wanted me to know "my place". That's probably natural behavior from parents, they get competitive over their kids. I'm sharing this because there's a social aspect to hyper competition, it's unhealthy for appropriate construction of society. My own children get 9795% on their diagnostic exams. I think taking exams is actually necessary to check the schools, however, I think that a computerized exam with plenty of unfair connections with teachers that know lists of skills can hack it in order to get better resources from the school. On top of this, parents are not willing to pay for additional examination to learn more detailed information. Most schools are unwilling to pay and properly man how to truly use the testing program that they bought. I've looking to Map examinations and Iready, calling regional sales rep, the answer always comes back "they're not willing to pay for it". Why would you pay for only part of the program to analyze the child? Do it right. It's better to foster a good society by teaching children to actually care about the wellbeing of their classmates as opposed to hacking, spying and "psyching out" my enemies to get School Resources. Teachers know when parents are getting competitive, they also have socially engineering tools that require time to stop that behavior. We want kids to have healthy networks of knowing people as opposed to divide and conquer to eliminate any threat to "getting that testing list". We learn best in a meritocratic learning environment where people are gentle. I know written work on certain exams where the student actually got it wrong can show forth in skills that they have earned well above their grade level. The computerized exams just don't give that any justice. My son has been learning Mathematics well into highschool level, we let the teachers teach him computational work and to "get along with his classmates". My husband and I put humility and the human touch first. A test score doesn't show you everything. If you can allow school districts to make testing an elective decision, you can allow teachers to focus on teaching other things like History and Writing which is something that a test cannot determine. History, Writing and Reading instruction is an art. Focusing on giving children 90 minutes of instruction to focus on what they learn for a good society is better. I think it would encourage cooperation. We cooperate to survive. We focus on what we do know how to do and we trust the experts as individually, we seek to become experts in our own ways. I'd rather support teachers on a human level. The satisfaction of teaching a child how to truly analyze a text and write is better than any 99 percentile. Oddly, exams administered by the Amc 8 probably know the consequences to keeping all kids to the State Standards. You're losing out your brains. The state standards are designed to create an army of engineers. You need mathematicians to help you with Economics and helping judges determine with jurisdictions have been gerrymandered. You need mathematicians. A Mathematician standing in the way can really help people here in rural Iowa with their health inequality. Mathematicians are raised. If school districts don't have that talent to teach Mathematicians? They can raise a lot of Historians or people well read in Classical Literature. What's a 97% for my son in mathematics or a 94% for my daughter in ELA if they can't stand still to analyze a text or their handwriting is so terrible because they've never been instructed to take notes at all? I'd like to know my children on a deeper level by seeing the passion in their eyes to bond with their mother of an theme in classical literature.

Cameron Hertzler [Danville Community School District]

To the Honorable Members of the Iowa Legislature,I write to you today as a deeply concerned teacher, alarmed by the legislative efforts to prohibit standardsbased grading (SBG) in Iowa schools. The movement to outlaw this researchbacked best practice not only undermines educational progress but also threatens the integrity of student learning and assessment across our state.Standardsbased grading is an evidencebased system designed to provide clearer, more accurate, and actionable feedback on student progress. Unlike traditional grading, which often includes extraneous factors such as behavior, attendance, extra credit, and homework completion, SBG focuses solely on student mastery of academic content. Research supports the effectiveness of this approach in promoting student achievement, motivation, and equity.A study by Guskey and Bailey (2001) underscores that traditional grading practices often obscure what students actually know and can do. By contrast, standardsbased grading provides clear, specific learning targets, allowing students and parents to understand strengths and areas for improvement. Furthermore, a 2014 study by Brookhart et al. found that SBG promotes student growth and engagement by emphasizing learning progress rather than simply accumulating points for a grade.Additionally, research from Marzano (2006) demonstrates that students in districts implementing standardsbased grading show higher levels of academic achievement. The consistency of SBG removes the subjectivity of traditional grading, ensuring fairness across classrooms and better alignment with state standards. Moreover, research from the American Educational Research Association (2018) suggests that standardsbased assessment improves student retention of material, fosters a growth mindset, and better prepares students for college and career readiness.Citations: Guskey, T. R., & Bailey, J. (2001). Developing grading and reporting systems for student learning. Corwin Press. Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2014). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 84(4), 803848. Marzano, R. J. (2006). Classroom assessment and grading that work. ASCD. American Educational Research Association. (2018). Standardsbased grading and student learning outcomes. AERA Research Brief.Opponents of SBG claim it confuses parents or diminishes student accountability, yet studies show the opposite. Schools implementing SBG effectivelythrough transparent communication and professional developmentreport increased parental engagement and student ownership of learning. Parents receive detailed reports explaining their childs progress on specific standards rather than an arbitrary letter grade that lacks context.Eliminating standardsbased grading in Iowa would be a regressive move, undermining the work of educators striving to ensure all students are assessed reliably, validly, and effectively. I urge the legislature to prioritize student learning, growth, and achievement over political pressures and allow local districts the flexibility to implement best practices in reporting student learning and assessment.Thank you for your time and consideration.

Jessie Ketchum

As a point of consideration, the term "standardsbased grading" is not defined in a consistent way across systems. Districts often use terms like "standardsbased grading" or "standardsreferenced grading" interchangeably but they mean different things. In creating legislation, it will be incredibly important to define with clarity what specific qualities of grading are or are not permissible. The standards provide clarity on gradelevel expectations. They guide instruction and assessment. It makes sense, therefore, that they should also be a reference against which we report student progress (grades). Therefore, if there is a proposal to remove standardsbased grading educators would need to know exactly what grading behaviors are prohibited as well as which replacement behaviors should be used to still communicate with clarity student progress toward and achievement of gradelevel standards/ expectations.

Shane Knoche

I am strongly opposed to HF150. I have been in education for over 30 years and grading continues to evolve for the better. StandardsBased Grading (SBG) provides a clearer, more meaningful way to assess student learning by focusing on mastery of specific skills rather than accumulating points. It enhances transparency for students, parents, and teachers, ensuring a shared understanding of learning goals. SBG promotes a growth mindset by encouraging students to improve without being penalized for early mistakes. It also reduces grade inflation and subjectivity by assessing demonstrated learning rather than factors like participation or extra credit. By shifting the focus from earning grades to mastering content, SBG fosters student ownership and engagement in their education.Often opposition to SBG often stems from misconceptions and logical fallacies. Some critics misrepresent SBG as reducing accountability (straw man fallacy) or argue it will lower educational standards (slippery slope fallacy), despite evidence suggesting the opposite. Others resist change due to tradition, ignoring flaws in conventional grading. Additionally, confirmation bias leads some to highlight isolated poor implementations rather than recognizing SBGs broader success. As a Republican who is for public education, it also seems strange to be trying to take away local control.

Michael McClelland

Dear Subcommittee Members,I am writing to strongly express my opposition to the proposed legislation, HF 150. I am currently a senior at Interstate 35 CSD, and in my time here I have had the pleasure of serving as a student representative on our School Improvement Advisory Committee. During my time in this role, we have implemented StandardsBased Grading, and revised it multiple times. I have done extensive research into StandardsBased Grading, and have several concerns with the proposed legislation. To start, the wording of the proposed legislation has no exceptions written into it. This concern comes directly from a problem we would face implementing this legislation at Interstate 35. Our elementary school consists of kindergarten through sixth grade. If this legislation were to pass as written in its original form, we would end up having two different grading practices in our elementary building. This would limit our teachers' ability to collaborate with one another, making their jobs harder than they already are. Secondly, HF 150 completely ignores evidencebased best practices. Our Iowa Department of Education, under the direction of McKenzie Snow, has taken great initiative to strive for the implementation of these evidencebased practices in every classroom. One example of this is the implementation of LETRS, which is currently being used to improve early literacy development. Why would we start ignoring evidencebased best practice now? My third concern with the proposed legislation is the fact that it is a blatant overreach of the legislative branch of government. While I am disappointed, I am not surprised at this new attempt to control how districts function. Limiting what a district can legally do allows for the authority of an individual school board to be continually diminished. Lastly, the definition of StandardsBased Grading has little to do with the grading system itself. With the explanation that is provided, it would completely change the field of education in its entirety. No matter what grading system a school uses, they have to break it down into smaller learning objectives and grade based on that. Whys that? Well, Iowa has set standards that already break core subjects down into smaller areas, and teachers are legally required to teach these standards. If we got rid of this, it would be like saying, Heres history and giving a student a grade based on that.

Pam Vogel [Iowa ASCD - Educational Organization]

I have been an educator for 40 years as a teacher, Director of Teaching and Learning, a principal, and a superintendent. I am very familiar with standards based grading and I can state, with no hesitation, that it is the best way to measure if a student understands, in other words demonstrates learning, of specific concepts in any subject area. For the past 20 years, as a school leader, I attended workshops and professional development with my teachers to learn about how to implement standards based grading. It does take some time to learn how to grade this way, but always our teachers and other administrators agreed that it was ultimately the best way to know specifically what students learned. Schools have content standards in the subject areas of reading, math, writing, social studies, and science so that we can be assured that all of our schools are teaching the necessary information and that there are not gaps in what is taught. Then, we assess those specific standards and can identify which students learned that standard or if they did not. If we find that the student can still not demonstrate their knowledge of that standard, then we need to find a different way to help the student learn that standard and allow them to try again to show they have "mastered" the standard. In other words, learned it. We do this because the way that we assessed students in the past was usually to assess too many things in any one assessment and we, as educators, would not be able to know what specific content was learned and to what extent. There is much research that has been done in the past 15+ years that shows standards based grading, when done correctly, is the best way to know if our students are truly learning. I find it amazing that this topic is being addressed by the legislature. It is research based and really should be left to the schools to determine how the district assesses student learning. Our job as educators is to teach the standards in ways students acquire knowledge and grow. This is an area that should not involve legislators.One can learn more about this from these educators who are steeped in knowledge of standards and assessment:Dr. Matt Townsley (Iowa), Dr. Robert Marzano, Dr. Cathy Vatterot (Missouri), and Dr. Jay McTighe, Dr. Carol Ann Tomlinson, Dr. Ken O'Conner, Dr. Tom Guskey just to name a few.

Kaye Vogel Aoki (Jacob) [Maharishi School]

What definition is being used for StandardsBased Grading? Surely this is a misunderstanding of the term. What is being proposed as a basis for grading if not standards? Are they talking about the format of a report card or the actual rubrics and criteria for assigning grades?

Ashley Andersen

Please prohibit this.