The problem investigated in this quantitative, causal-comparative study is that it was unclear and there was a need to examine, what, if any, statistically significant difference exists in the success between fifth, sixth, and seventh-year cohort high school students (super-seniors) in virtual charter schools in Oregon using standards-based grading and those in virtual charter schools in Oregon using traditional methods of grading. The conceptual framework combined Common Core State Standards and virtual, public education. The study was originally designed using G*power analysis, t-test, and McNemar's test to evaluate transcript data provided by virtual charter schools in Oregon. Since there were violations of assumption for the t-test, the researcher used Mann-Whitney U instead to evaluate the number of credits earned. To work to ensure the correct test was used to evaluate the data, in addition to the McNemar's test, a Chi-Square was used to evaluate graduation data. The population for this study was super-seniors, ages 18-21, who had self-selected into virtual charter schools in Oregon. There were 17 participants assessed with standards-based grading and 24 students assessed via traditional grading methods. The researcher found super-seniors in virtual charter schools in Oregon using standards-based grading earned credit at a statistically significant higher rate. The researcher also found there was no statistically significant difference in the graduation rates of super-seniors between grading methods. The researcher found it may be reasonable for schools to choose grading methods based on pedagogy of instructors and learning preferences of students. The researcher also found it would be useful to know how super-seniors view the influence of standards-based grading on their success, as well as a follow-up study examining the same students after a second year in their programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]