Teachers often grapple with the challenge of giving report card grades to students with learning disabilities and English language learners. The authors offer a five-step model that "offers a fair, accurate, and legal way to adapt the grading process for exceptional learners." The model begins with a high-quality reporting system for all students…

Survey responses revealed that nonhandicapped students (N=26) more frequently felt that report card grades reflect amount learned and effort expended than did handicapped students (N=24). Interviews with special education students (N=10) and nonhandicapped peers (N=10) indicated acceptance of differentiated requirements for passing grades based on…

Do seemingly motivated students with learning disabilities work hard in general education classes only to receive lower grades than their peers? Donahoe and Zigmond (1990) found that 60-70% of students with learning disabilities passed their mainstreaming classes but received a below-average (below a C-) grade. A similar finding was reported by…

Much discussion in educational circles centers on such issues as assessment, student performance, parent conferences, and related topics. The 1996 Yearbook provides information about and examples of outstanding assessment reporting systems in use in the United States and Canada. The following contributions are included: (1) "Introduction" (Thomas…