Hyman, RandyRyan, CindyOswald, Megan A2011-09-302017-04-142011-09-302017-04-1420112011https://hdl.handle.net/11299/187478Thesis presented in partial fulfillment of the requirements for the Master of Education degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2011Committee names: Randy Hyman (Chair), C. Ryan. This item has been modified from the original to redact the signatures present.Grade inflation can be defined as adjusting a student’s grade for non-academic purposes. Research shows that it is present in high school and college classrooms, but there is little to no focus on grade inflation in the elementary classroom. This qualitative study was comprised of two focus groups containing six teachers totaled. They were asked ten questions regarding their grading policies when it comes to report cards. The participants’ responses were recorded and analyzed for common trends using grounded theory. The results from the focus group’s discussions indicated that grade inflation is not a concern in the elementary classroom as the guidelines for assigning grades are too stringent. While the teachers may modify an assignment or adjust a homework grade, the majority do not alter report card grades.enGrade inflationElementary schoolsGrading policiesReport cardsMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Education, Elementary -- StandardsGrading and marking (Students) -- United StatesSchool children -- Rating of -- United StatesSchool reports -- United StatesScholarly Text or Essay