Parents will be happy to learn that Raymond Elementary School will not be posting a school materials list for the 2015/16 school year. Instead, the items that parents are normally requested to purchase will be provided by the school. "We recognize that September can be an expensive month for families; if the school buys these items in bulk, families will be able to spend their money on other needs," said Principal Chris Cady. Mr. Cady also noted that while the school will supply pencils, paper, glue sticks, etc., parents are still asked to purchase personal items such as backpacks and gym shoes.

Raymond Elementary School has been honored by the State Board of Education and the Office of the Superintendent of Public Instruction for being a "top performing school" in math, as evidenced by increasing math scores on the state tests over the past three years. The school received both a trophy and a large banner trumpeting their achievement.

Chris Cady, Principal of RES, when accepting the award on behalf of his staff stated "I am so proud of our entire staff and their accomplishments. We have done many great things for the kids, and this was another notch on the belt. This staff has worked together to make this a great place for kids to learn. I appreciate all they do. This is a great thing to share with the kids; we have many kids that have overcome tough situations and still show up to school and try their best. Kudos to all!"


Would you like to know what homework and classroom information you should expect from your child's elementary teacher? This information sheet should have just what you need.

These students recently visited Opal's Art Glass in Cosmopolis. As you can see, they were able to see some great stuff!






In October 2007, Raymond School District staff began meeting to gain better insight into the process and philosophy of transitioning from a traditional report card to a standards-based report card. This group of 10-12 people researched, listened, pondered and learned all they could about standards-based grading. The results of that work is summarized in this Standards-based Brochure; you may download it by clicking on it.

One of the major strengths of this type of reporting is that it is considered "best practice" and is supported by research. The purpose of this page is to share some of the research that supports the principles and guidelines of a standards-based reporting system. The research is categorized by the topic(s) covered; some research addresses more than one topic, so some items are repeated. Where possible, there is Internet link to the article. We will continue to update this research page as studies and papers become available.



Articles and Books



Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.

Kohn, A. (1999). Grading is degrading. Education Digest, 65(1), 59-64.

Formative/Summative Assessment

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004).  Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.

Chappuis, S. & Chappuis, J. (2007/8). The best value in formative assessment. Educational, Leadership, 65(4), 14-18.

Marzano, R. J.  (2006). Classroom assessment and grading that work.  Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2008). Making Standards Useful in the Classroom.

Popham, J. W. (2009). Instruction that Measures Up: Successful Teaching in the Age of Accountability.

Popham, J. W. (2008). Transformative Assessment.

Stiggins, Rick. (2007). Assessment through the student's eyes. Educational Leadership, 64(8), 22-26.'s_Eyes.aspx

Wiliam, D. (2007, December/2008, January). Changing classroom practice. Educational Leadership, 65(4), 36-41.

Wormeli, R. (2006a). Accountability: Teaching through assessment and feedback, not grading. American Secondary Education, 34(3), 14-27.

The Effects of Zeros

Guskey, T.R. (2004). Are zeros your ultimate weapon? The Education Digest, 70(3), 31-35.

McMillan, J.H. (1999). The devastating effect of zeros on grades: What can be done?

Reeves, D.B. (2004). The case against the zero. Phi Delta Kappan, 86(4), 324-325.


Aidman, B.J., Gates, J.M., & Deterra Sims, E.A. (2001). Building a better report card. Education Digest, 66(5), 49-53.

Allen, J.D. (2005). Grades as valid measures of academic achievement of classroom learning. Clearing House, 78(5), 218-223.

Friedman, S.J. & Frisbie, D.A. (2000). Making report cards measure up. Education Digest, 65(5), 45-50.

Guskey, T. R. & Bailey, J. M. (2001). Developing Grading and Reporting Systems for Student Learning.

Guskey, T. R. (2001, September). Helping Standards make the grade. Educational Leadership, 59(1), 20-28. 

Guskey, T.R. & Jung, L.A. (2006). The challenges of standards-based grading. Leadership Compass,  4(2).

Guskey, T.R. (2001). Fixing grading policies that undermine standards. Education Digest, 66(7), 16-21.

Guskey, T.R. (2000). Grading policies that work against standards . . . and how to fix them. NASSP Bulletin, 84(620), p. 20-29.

Guskey, T. R. (2001, September). Helping Standards make the grade. Educational Leadership, 59(1), 20-28.

Guskey, T.R. (2013, September). The Case Against Percentage Grades. Educational Leadership, 71(1), 68-72.

Hu, Winnie.  (2009, March 25).  Report cards give up A's and B's for 4s and 3s.  The New York Times.

Kohn, A. (1999). Grading is degrading. Education Digest, 65(1), 59-64.

Krumboltz, J.D. & Yeh, C.H. (1996).  Competitive grading sabotages good teaching. Phi Delta Kappan, 78(4), 324-326.

Munk, D.D. & Bursuck, W.D. (2001). What report card grades should and do communicate. Remedial & Special Education, 22(5), 280-287.

O'Connor, K.  (2002). How to grade for learning: Linking grades to standards.  Glenview, IL: LessonLab.

Wiggins, G. (1994, October). Toward better report cards. Educational Leadership, 52(2), 28-38.


Kohn, Alfie. (2007). Rethinking homework. Principal, 86(3), 35-38.

Checkley, K. (2003). When homework works. Classroom Leadership, 7(1), 1-2.

Christopher, S. (2007/8). Homework: A few practice arrows. Educational Leadership, 65(4), 74-75.

Marzano, R.J. & Pickering, D.J. (2007). The case for and against homework. Educational Leadership, 64(6), 74-79.

Vatterot, C. (2008). What is effective homework? ASCD Express, 3(7), 1.


Levy, H.M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161-164.

Tomlinson, C.A. (2005). Grading and differentiation: Paradox or good practice?  Theory Into Practice, 44(3), 262-269.

Wormeli, R. (2006b). Fair isn't always equal: Assessing & grading in the differentiated classroom. Portland, ME: Stenhouse.


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