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Progress report from Arlington College, c. 1897-1899

A report card, or just report in British English – sometimes called a progress report or achievement report – communicates a student's performance academically. In most places, the report card is issued by the school to the student or the student's parents once to four times yearly. A typical report card uses a grading scale to determine the quality of a student's school work. Report cards are now frequently issued in automated form by computers and may also be mailed. Traditional school report cards contained a section for teachers to record individual comments about the student's work and behavior. Some automated card systems provide for teachers' including such comments, but others limit the report card to grades only.

The term "report card" is used to describe any systematic listing and evaluation of something for information. For example, many states in the United States have their education departments issue report cards on schools' performance. Political advocacy groups will often issue "report cards" on legislators, "grading" them based on their stances on issues.

Report cards by geographic area

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Serbia

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In Serbia the role of report cards is widely fulfilled by svedočanstva ("testimonies"), in which all final (annual) grades throughout the entire level of education, as well as any negative or positive critique the student is given, and all of his other school institution-related accomplishments are kept.[1]

United States

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In some elementary schools, students typically receive three to four report cards. The academic year is separated into three terms (Sept–Dec, Dec–Mar, Mar–June) and at the end of each term the student will get a report card. It is often followed by a break of some sort. For example; First term Christmas Holidays, second term March break and third term Summer Holidays. Some school districts may administer report cards on a quarterly basis, usually after each nine week term.

In some secondary schools, students receive two report cards, one at the end of each grading period. They also get mid-term report cards midway through the grading period. For example; a semester goes from September to January and January to June. This would not count for summer school. Some school districts may administer the report card on a trimester or quarterly schedule as well.

Additionally, in the United States, progress reports may be issued to track a student's performance in between report cards. They are typically issued at the midpoint of a grading period, (for example: 4½ weeks into a nine-week grading period, or three weeks into a six-week grading period) and contain virtually the same information as the report card. These reports allow students and their parents to see if school performance is slipping and if intervention is required to bring up the grade.

United Kingdom

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English secondary schools would traditionally issue a written report, no more regularly than once a year. This is changing, however, with many schools now publishing reports similar to a grade report. Pupils at key stage 3 are typically awarded a national curriculum level (up to 8th grade), while GCSE students will be awarded a grade (from A* to G, or U- from 9 to 1 with the new grading system[2]). In 2010 the Government agency for ICT in education, BECTA, put in place a requirement for school report cards for all pupils in the comprehensive school system to have their reports made available to parents online (see also electronic grade book).[3]

Ontario, Canada

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An Ontario secondary school report card

In Ontario, provincially standardized report cards are issued at the end of each term. In elementary schools (grades 1–8), two separate report cards are used: The Elementary Progress Report, used between October 20 and November 20 of the school year, and the Elementary Provincial Report Card, used at the end of Term 1 (sent home between January 20 and February 20 of the academic year) and at the end of Term 2 (sent home toward the end of June of the school year).

Kindergarten report cards are also provincially standardized as of the 2016–2017 school year. These are strictly comment-based report cards and are issued on the same schedule that the grade 1–8 report cards are issued.

As of 2018, only the public and Catholic school boards in Ontario are required to use the provincial report cards. Many private schools choose to use the provincial report card to maintain the standards set by Ontario's Ministry of Education.

The report cards for grades 1–6 use a common template. The first quarter of page 1 shows the student's information. The bottom 3/4 of the first page includes the Learning Skills descriptors regarding the student's behaviour, teacher comments on the learning skills and overall level for each skill (marked on a scale of E (Excellent), G (Good), S (Satisfactory), or N (Needs Improvement)). The learning skill categories are Organization, Collaboration, Initiative, Independent Work, Self-Regulation, and Responsibility. Pages 2 and 3 contain all of the core subjects. Ontario's education includes seven mandatory subjects: English, Second Language (French or Native), Mathematics, Science and Technology, Social Studies, Health and Physical Education and The Arts. English, French, Mathematics and Art are further divided into Reading, Writing, Oral Communication and Media Literacy for English, Listening, Speaking, Reading and Writing for Second Language, Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra and Data Management and Probability for Mathematics, and Music, Visual Arts and Drama, and Dance for The Arts. Subject specific comments appear beside the marks for each subject. Page 4 details the marking scale used on the report card, with spaces for Parent Comments and Signatures and for students to plan goals for the future. Possible marks include R (remediation required), I (insufficient evidence) D−, D, D+, C−, C, C+, B−, B, B+, A−, A, and A+. 'A' marks mean the student is exceeding the provincial standard, 'B' marks mean that they are meeting the provincial standard, 'C' marks mean that the student is approaching the provincial standard and D marks mean that the student falls below the provincial standard.

The grade 7 and 8 template has a few differences from the 1–6 report card. This report card displays the median for the subject/strand/course. Social Studies is also divided into History and Geography. The 7 and 8 report card offers percentage marks instead of letter grades. These marks are still viewed as equivalent letters as detailed in the above grade 1–6 information.[4]

Check system

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In many elementary schools in North America, a "Check System" is used in the primary grades (kindergarten to third grade) in place of letter grades. Teachers give a Check for at the given grade's level, Check Plus for advanced, and Check Minus for below the given grade's level.

A similar system is used for informal, low-stakes grading in US colleges, particularly in the humanities, and especially for short writing samples, such as reaction papers or in-class writing. This serves as an alternative to a numerical or letter grade. Here a check means "acceptable" or " at the expected level", check plus means "better than expected", "good" or outstanding", and check minus means "below expectations", "unacceptable" and "bad". The system may also be supplemented by a 0 (zero) for not done or not applicable. The system is informal, and has variations – the work may not count for the final grade or may count for a small amount. If so, the plus/check/minus may or may not be different in value, with any form of check simply counting as participation.[5][6]

Etymology

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Due to their status as significant documents in many formal education systems, many early grade reports were printed on cardboard, card-stock paper, or other heavy paper-based materials that were heavier, more durable, and less bendable than standard-weight paper. Many formal education systems also standardize the dimensions of their grades reports to be as long and wide as large index cards. Because of these card-like qualities, the creators and receivers of such print-based grade reports have historically called them "report cards."

Although the dimensions, weight, and pliability of report cards change depending on their education systems, many institutions and districts now print grades reports/report cards on standard 8.5"x11" copy/printer paper.

In the U.K., report cards were cards which misbehaving students were required to carry with them to each class, at the end of which the teacher would enter a failing or passing grade in conduct for that class. Usually the student was required to carry the card for a week and finish the week with no failing grades in order to be relieved of having to present the card for the following week. In the United States, these were called "conduct cards" in many schools.

See also

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Wikimedia Commons has media related to School certificates.

References

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Revisions and contributorsEdit on WikipediaRead on Wikipedia

Report card

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from Grokipedia
A report card, also known as a progress report, is a written document issued by educational institutions to students and their parents or guardians, summarizing a student's academic performance, behavioral conduct, and progress toward curriculum outcomes over a defined period, such as a quarter or semester. It serves as a formal communication tool required by many educational policies to evaluate achievement against learning standards and inform next steps for improvement. The origins of report cards trace back to the and , where they emerged as a initiative by s in common s to secure parental involvement and maintain classroom order amid growing enrollment in public . Report cards evolved from simple teacher journals into standardized forms by the , sold by private companies and mandated by school superintendents to track progress systematically. By the late , they had become integral to school administration, replacing oral exams with written assessments and enabling comparisons of student achievement, while also extending to uses like college admissions and even juvenile decisions in the early . Modern report cards vary in format to reflect evolving educational philosophies, with traditional versions using letter or numeric grades (such as A-F scales, used in 77% of U.S. school districts as of 2023) alongside teacher comments on strengths and areas for growth. Standards-based report cards, increasingly common since the 2001 No Child Left Behind Act, focus on mastery of specific learning objectives rather than relative ranking, often incorporating checklists, portfolios, or narrative feedback to provide a comprehensive view of development. These tools not only motivate learners and guide instruction but also spark ongoing debates about equity, as they can disproportionately affect students from diverse socioeconomic or cultural backgrounds. Despite reform efforts, such as gradeless alternatives in the 1960s-1970s, report cards remain a of K-12 assessment worldwide, now often delivered electronically for real-time access.

Overview

Definition

A report card is a formal or digital record issued by educational institutions to communicate a student's academic performance, behavioral conduct, and progress over a defined period, such as a term or semester. These records are distributed periodically throughout the school year, depending on the school's grading schedule, providing snapshots of achievement in various subjects. Originating in 19th-century schools, report cards evolved from oral progress updates to written summaries as a way to systematically track and share student development with families. Central to the report card are grading scales that evaluate the quality of a student's work, often using formats like letter grades (A–F), numerical percentages, or descriptive levels such as "meets expectations" or "exceeds standards." These grades are frequently supplemented by teacher comments offering qualitative insights into a student's strengths, challenges, effort, , and recommendations for improvement, fostering a more holistic view of performance. In some cases, report cards may consist solely of numerical or categorical grades without accompanying narrative feedback. Beyond individual students, the term "report card" extends metaphorically to evaluative documents in other domains, such as state-mandated assessments of and district performance under federal laws, which measure overall outcomes and institutional effectiveness. Similarly, it is applied to tools for public figures, including legislative scorecards that rate politicians' voting records on key issues like civil rights or .

Purpose

The primary purpose of report cards is to communicate a student's status, including progress, strengths, and areas needing improvement, to parents, guardians, and the students themselves, thereby guiding future learning and support strategies. This communication enables families to understand how well the student is meeting educational standards and to collaborate with educators on tailored interventions. By providing a clear snapshot through elements like grades and comments, report cards facilitate informed discussions that align home and school efforts toward student success. Report cards also play a key role in motivating students by recognizing accomplishments and highlighting opportunities for growth, which can boost and encourage sustained effort. For instance, they identify needs for enrichment to challenge high achievers or targeted interventions to address weaknesses, fostering a positive without the demotivating effects of labels. This motivational aspect supports student engagement while promoting among educators to refine instructional approaches based on documented . Furthermore, report cards enhance teacher-parent conferences by offering standardized that informs collaborative and ensures school-wide . They contribute to long-term educational , such as adjusting curricula to better meet student needs or referring students to services when persistent challenges are evident. In this way, report cards serve as a foundational tool for ongoing improvement in educational outcomes.

History and Etymology

Historical Development

In the , report cards first appeared in the 1830s and 1840s as practical tools in common schools to help teachers manage large, heterogeneous classrooms and track student conduct, including efforts to curb unruly behavior. Education reformer , appointed Secretary of the in 1837, championed their introduction as part of his push for professionalized public education, drawing inspiration from Prussian structures observed during his 1843 European tour. advocated for monthly report cards to document progress, inform parents, and promote intrinsic motivation while avoiding the moral risks of competitive rankings. By the mid-19th century, these practices built on university-level innovations, such as Harvard's 1837 adoption of a 100-point grading scale and Yale's early categorical grading system in 1785 followed by numerical experiments in the mid-19th century, which shifted evaluations toward quantifiable academic performance. The late 19th and early 20th centuries saw report cards expand alongside burgeoning school bureaucracies, evolving from simple conduct-focused tracking to integrated academic assessments that reflected standardized curricula. This shift coincided with the proliferation of laws, beginning with in 1852 and extending globally as nations like those in and other U.S. states mandated to foster national literacy and workforce preparation. Key milestones included the 1899 establishment of the College Entrance Examination Board, which encouraged uniform grading practices for college admissions, and the early 1900s introduction of standardized U.S. report card formats using letter grades (A-F) for efficiency in large-scale systems. By this period, report cards had become essential for accountability in compulsory frameworks, spreading internationally through colonial and reform movements.

Etymology

The term "report card" originated in the United States during the mid-19th century, with the earliest documented use appearing in 1869 in the 16th of the Superintendent of Instruction for the state of . This nomenclature combines "report," denoting a formal or account of a student's scholastic and personal development, and "card," referring to the sturdy physical format printed on cardstock or heavy paper, which ensured longevity and portability for distribution to parents in an era before widespread digital or standardized printing. In , terminology for similar documents evolved from early behavior-focused assessments in the to the more general " report" or simply "" by the , emphasizing comprehensive progress over isolated conduct evaluations. Internationally, equivalents vary by language and region; for instance, in , the term "svedočanstvo" describes a yearly grade report or certificate of achievement issued at the end of each year. In French-speaking areas, such as and parts of , "bulletin scolaire" is used, translating to a school bulletin or report card that details grades and observations. With the rise of digital education technologies in the late , school progress documents transitioned from paper to electronic formats, yet the "report card" designation has endured in , now applied to online portals and PDF versions that maintain the traditional structure for accessibility and familiarity.

Components

Academic Grades

Academic grades constitute the primary quantitative measure of student achievement in report cards, indicating levels of mastery in core subjects such as , language arts, and . These grades evaluate a student's proficiency relative to predefined learning objectives, providing parents, educators, and students with a standardized snapshot of academic performance over a specific period, such as a semester or quarter. By focusing on subject-specific outcomes, academic grades help identify strengths and areas needing improvement, influencing decisions on promotion, placement, and further instruction. The typical structure of academic grades in a report card involves a breakdown by individual subjects, listing the for each course alongside any relevant details like credits earned. For instance, a card might show grades for English, , , and separately, allowing for targeted feedback on areas. An overall summary, often in the form of a Grade Point Average (GPA), aggregates these subject grades to represent holistic academic standing for the reporting period. The GPA is calculated by first determining quality points for each course (numerical grade points multiplied by the course credits, e.g., A=4.0 points in a 3-credit course yields 12 quality points), summing the quality points, and dividing by the total credits attempted, providing a cumulative metric that standardizes performance across subjects. Teachers assign academic grades based on multiple criteria that collectively assess proficiency against learning objectives, including formal assessments like tests and quizzes, ongoing work such as and projects, and active participation in class discussions or activities. These components are weighted according to the teacher's grading policy—often with greater emphasis on summative like exams—to ensure the final grade accurately reflects demonstrated and skills rather than isolated efforts. This multifaceted approach aims to balance formative feedback with end-of-period , though practices can vary to prioritize conceptual understanding over rote . Representative examples of grading formats include the widely used A-F letter scale, where A signifies excellent mastery (typically corresponding to 90-100% of possible points), B indicates good performance (80-89%), C denotes satisfactory achievement (70-79%), D reflects below-average work (60-69%), and F marks failing (below 60%). To add , many systems incorporate modifiers, such as A- or B+, which adjust the value slightly (e.g., A-=3.7 points in GPA calculations). Alternatively, direct scales (0-100) or numerical ratings may be employed, offering precise indicators of attainment without letter equivalents. These formats ensure grades communicate clear benchmarks of academic success in subjects.

Teacher Comments and Behavioral Notes

Teacher comments on report cards consist of narrative feedback written by educators to offer personalized insights into a student's effort, participation, and areas for improvement that extend beyond numerical or letter grades. These comments allow teachers to highlight specific strengths, such as a student's consistent in class discussions or perseverance in challenging tasks, and suggest targeted strategies for growth, like practicing organizational skills to enhance completion. For instance, an effective comment might state, "Has a good grasp of basic concepts but needs reinforcement in applying them independently," providing concrete examples tied to observed performance. Such feedback draws from teachers' ongoing observations, including portfolios, tests, and anecdotal records, to convey how a student compares to grade-level expectations. Behavioral notes, often integrated alongside or within these comments, assess non-academic traits such as attendance, cooperation, work ethic, and social skills, typically using descriptive narratives, rating scales, or checklists to quantify qualitative observations. Teachers may note a student's reliability in group activities, for example, by describing how they "work cooperatively in group settings and contribute ideas effectively," or identify needs like "requires reminders to stay on task during independent work" to address disruptions. These notes capture daily behaviors across contexts, including classroom interactions, playground dynamics, and transitions, emphasizing traits like responsibility during activities or time management in completing assignments. Common themes in such feedback include on-task behavior, following directions, and classroom participation, with positive phrasing encouraged to foster motivation, such as "Puts forth best effort and completes work in a timely manner." In traditional report cards, teacher comments and behavioral notes serve to contextualize academic grades by explaining underlying factors, such as how strong contributes to a high mark in group projects or how inconsistent effort impacts overall progress. This pairing offers parents and students a fuller picture of performance, revealing not just what was achieved but how it was approached. For example, a note might clarify that a satisfactory grade reflects improved despite initial in peer interactions. However, in automated or digital report card systems, limitations arise due to reduced space for individualized comments, often restricting teachers to brief entries or pre-set phrases that may lack . These constraints can result in repetitive or generic feedback, hindering the nuanced communication essential for addressing unique student needs, as systems prioritize efficiency over detailed narratives.

Grading Formats

Traditional Systems

Traditional grading systems in report cards have long relied on letter and numerical formats to encapsulate student performance in a standardized manner. The A-F letter grade scale emerged in early 20th-century U.S. schools, serving as a broad categorization of academic achievement that aligned with the growing emphasis on uniformity in education. Under this system, grades are typically mapped to percentage ranges: A for 90-100% (excellent), B for 80-89% (good), C for 70-79% (satisfactory), D for 60-69% (poor), and F for below 60% (failing). This approach facilitated quick summaries of subject-based evaluations, enabling educators to convey overall proficiency without excessive detail. By the , the A-F scale had become widely adopted across U.S. schools amid efforts to standardize reporting for purposes like transfers and admissions. In parallel, numerical systems using (0-100) or scales like 1-10 have been common in and , providing finer-grained assessments of achievement levels. For example, in European contexts such as , a 1-5 scale denotes excellence (1) to failure (5), while in , China's 0-100 system marks 90-100 as excellent and 60 as the passing threshold. These formats allow for precise quantification, often reflecting exam scores or cumulative marks directly on report cards. One key advantage of traditional letter and numerical systems is their simplicity in averaging scores to compute overall performance metrics, such as grade point averages, which supports efficient record-keeping and comparisons. However, critics argue that these methods overlook individual growth trajectories and true mastery of learning standards, as they may blend academic results with subjective factors like behavior, leading to less accurate representations of progress.

Check and Standards-Based Systems

The check system, commonly employed in North American elementary for grades K-3, evaluates student performance using simple, non-letter indicators to assess whether work meets, exceeds, or falls short of expectations. A "check" signifies grade-level proficiency, a "check plus" denotes advanced performance, a "check minus" indicates below-grade-level work, and a "0" may be used for incomplete assignments. This approach deliberately avoids traditional letter grades to minimize competitive pressure and anxiety among young learners, fostering a focus on growth rather than ranking. Standards-based grading systems, emerging as part of U.S. K-12 education reforms in the , assess students against explicit learning objectives rather than aggregating scores into averages. These systems typically employ proficiency scales, such as levels 1 through 4, where level 1 represents minimal understanding, level 2 partial mastery, level 3 meeting the standard, and level 4 exceeding it. By emphasizing demonstration of specific skills and knowledge, standards-based grading provides targeted feedback on progress toward mastery, often through detailed rubrics that outline criteria for each level. For instance, a rubric for a standard might describe level 3 as accurately solving problems with regrouping within 100, enabling students and educators to pinpoint areas for improvement. Unlike traditional grading, which often combines achievement, effort, and into a single composite score to facilitate ranking, check and standards-based systems prioritize individual skill attainment and ongoing development over comparative competition. This shift allows for revisions and retakes to reflect current proficiency, separating practice work from final evaluations and promoting a mastery-oriented . Rubrics in standards-based formats further differentiate by breaking down complex standards into observable components, reducing ambiguity in assessment. Adoption of the check system remains prevalent in early elementary settings across to support developmental stages, while standards-based grading has gained traction in progressive U.S. districts since the , particularly in response to calls for equitable, transparent reporting. Implementation in these contexts often involves for teachers to align curricula with state standards, though challenges like parental familiarity persist. Surveys indicate mixed reception, with some students favoring its clarity in communicating learning gaps, but ongoing parental pushback in districts adopting it as of 2025.

Regional Variations

United States

In the , student report cards in public elementary schools are typically issued three to four times per year, aligned with quarterly grading periods that often span September to December, December to March, and March to June, though some districts include an additional end-of-year summary. Secondary schools, including middle and high schools, generally distribute report cards twice annually at the conclusion of each semester, with interim progress reports provided mid-term to monitor ongoing . These schedules allow parents and guardians to track academic and behavioral development throughout the school year, though exact dates vary by district calendar. Education in the U.S. is primarily a state and local responsibility, resulting in no federal standard dictating the format or content of individual student report cards. However, federal legislation such as the Every Student Succeeds Act (ESSA) of 2015 has shaped school-level report cards by mandating annual public disclosures of performance metrics, including student achievement data from state assessments, graduation rates, and teacher qualifications, to promote and transparency. This influence extends indirectly to student reporting by encouraging alignment with state academic standards. Most U.S. public school report cards feature a combination of letter grades (typically A through F), numerical percentages reflecting mastery levels, and qualitative comments addressing academic strengths, areas for improvement, and behavioral observations. Some states have shifted toward standards-based systems, evaluating progress against specific learning objectives rather than aggregating scores; for instance, pioneered such approaches in the 1990s through the Kentucky Education Reform Act of 1990, which established statewide academic standards and spurred the development of aligned report cards. Homeschooled students and those in private schools often receive report cards in customized formats, allowing families or institutions greater flexibility to incorporate narrative assessments, portfolio reviews, or alternative grading scales that reflect unique curricula or philosophies, unbound by public school regulations.

United Kingdom

In the United Kingdom, school report cards have traditionally consisted of annual written reports compiled by teachers, providing detailed narratives on a pupil's academic progress, personal development, and behavior. These reports, dating back to the 19th century in public schools where term-end letters to parents were common, emphasized qualitative assessments alongside any available exam rankings or character evaluations, particularly following the Elementary Education Act of 1880 which expanded compulsory schooling. Since the 2010s, reporting practices have evolved toward more frequent, grade-based updates, with many schools issuing termly progress reports to enable ongoing monitoring of pupil achievement. This shift was influenced by the 2013 removal of National Curriculum levels, which granted schools autonomy to develop customized assessment systems focused on individual progress rather than standardized sub-levels, often incorporating descriptive grades or attainment bands. In secondary education (ages 11-16), these reports align with GCSE grading, which transitioned from the A*-G scale (used until 2016) to the numerical 9-1 scale introduced in 2017 to provide greater differentiation at the higher end. Primary schools (ages 5-11), however, typically rely on descriptive comments or attainment descriptors against age-related expectations, avoiding formal numerical grades. Legal requirements mandate an annual written report on general progress, achievements, attendance, and any support needs, with headteachers responsible for arranging parent discussions. Online access to these reports became compulsory for secondary schools in September 2010 and for primary schools by the end of 2012, facilitating real-time parental viewing of progress, behavior, and attendance data through secure portals. Reforms in the 2010s, including provisions under the Children, Schools and Families Act 2010 for enhanced home-school communication and the subsequent emphasis on progress measures like Progress 8 from 2016, have reinforced a focus on tracking individual pupil development to address attainment gaps.

Canada

In Canada, education is a provincial and territorial responsibility, resulting in no national standard for report cards; each province develops its own assessment and reporting policies tailored to local curricula and needs. This decentralized approach allows for variations in format, timing, and grading while emphasizing student progress against provincial learning outcomes. Ontario provides a prominent example of a standardized provincial system. For elementary schools (grades 1-8), a Progress Report Card is issued between October 20 and November 20 to highlight early-term achievements and areas for growth, often discussed during parent-teacher interviews. Two Provincial Report Cards follow: one between January 20 and February 20, and the final one in June, evaluating achievement against the Ontario curriculum. In grades 1-6, achievement is reported using letter grades ranging from A+ (outstanding, level 4+) to D- (minimal, level 1), corresponding to percentage equivalents of 90-100% for A+ down to 50-52% for D-. Grades 7-8 use percentage marks (50-100%), while kindergarten relies solely on descriptive comments and observations without numerical or letter grades. Secondary schools (grades 9-12) issue report cards two or three times per year depending on semestered or non-semestered schedules, using percentage marks aligned to four achievement levels (1-4), with personalized comments on strengths and next steps. A distinctive feature across all levels is the "Learning Skills" section, assessing six behaviors—responsibility, organization, independent work, collaboration, initiative, and self-regulation—on a scale from exceeding to approaching expectations, separate from academic grades to promote holistic development. Other provinces exhibit similar termly reporting but with distinct elements. In , report cards are issued at least three times per year and incorporate standards-based proficiency scales for grades K-9 (emerging, developing, proficient, extending), shifting away from traditional letter grades to emphasize descriptive feedback on competencies, while grades 10-12 retain percentages and letters. Parent-teacher conferences complement these reports nationwide, fostering communication on student progress.

Serbia

In Serbia, report cards are referred to as svedočanstva, which are official end-of-year certificates issued upon completion of each grade in primary and , as well as for overall program completion. These documents encapsulate a student's academic progress, serving as the primary record for advancement to the next educational level or institution across primary (grades 1-8), secondary (grades 9-12 or equivalent), and higher education contexts, where similar transcripts fulfill an analogous role. The standard format utilizes a numerical grading scale of 1 to 5 in primary and secondary levels, with 5 indicating excellent achievement, 4 very good, 3 good, 2 sufficient (the minimum passing grade), and 1 insufficient (failing); higher education employs a 6-10 scale, where 6 is the lowest passing mark and 10 excellent. Issued annually at the end of the year or per semester for interim reviews, svedočanstva emphasize holistic by integrating final subject grades, behavior assessments, and descriptive teacher feedback on strengths, areas for improvement, and overall development, particularly in primary grades 1-4 where narrative descriptions predominate over numbers. In secondary and higher education, the certificates or transcripts also note extracurricular participation and accomplishments to provide a comprehensive profile. As official records, svedočanstva hold significant cultural weight in Serbian society, symbolizing academic milestones and influencing family pride, career aspirations, and ; they are mandatory for enrollment decisions, such as transitioning from primary to via the Grade 8 exam average or entering higher education through results. The inclusion of extracurricular notes underscores a broader view of student growth, extending beyond academics to personal and social competencies. Post-2000 reforms, aligned with standards through initiatives like the 2018 curriculum update and the Strategy for Education Development to 2020, have incorporated competency-based elements into svedočanstva, such as assessments of transversal skills (e.g., problem-solving, ) via pilots for national exams and formative tools like portfolios. These changes, including the 2004 introduction of descriptive evaluations in early primary years and the 2011 Grade 8 exam, aim to balance numerical grading with qualitative insights for more equitable and skill-oriented reporting, with the State rollout now planned for the 2028/2029 school year to standardize secondary completion.

Modern Developments

Digital Report Cards

The adoption of digital report cards accelerated in the early 2000s as schools transitioned from paper-based systems to online platforms integrated with s, providing real-time access to grades and feedback for parents and students. Platforms like PowerSchool, a leading K-12 founded in 1997, enabled educators to generate and distribute electronic report cards through secure web portals. Similarly, Edsby, a comprehensive K-12 learning management platform launched in 2010, supports customizable digital report cards that streamline the reporting process for districts worldwide. By the 2010s, such tools had become standard in many developed education systems, with some regions, like the , requiring schools to publish performance-related information online to enhance transparency for parents. Key features of digital report cards include secure parent and student logins that allow viewing of grades, teacher comments, attendance records, and progress tracking over time, often visualized through dashboards and charts. These platforms integrate seamlessly with learning management systems (LMS) like or , automating data flow from daily assignments to final reports and reducing manual entry errors. For instance, Edsby's system permits teachers to complete and submit report cards digitally, with administrators reviewing and publishing them directly to users' accounts, fostering ongoing communication without physical distribution. Digital report cards offer several advantages, including significant reductions in printing and mailing costs—potentially saving schools thousands annually—while providing instant updates that keep families informed throughout the term rather than at fixed intervals. Mobile apps associated with these platforms, such as those from PowerSchool, enable access on smartphones, promoting greater parental engagement and allowing timely interventions in student performance. Environmentally, the shift minimizes paper use, aligning with goals in . However, challenges persist, particularly the , where students from low-income or rural families may lack reliable or devices to access reports, exacerbating educational inequities. Privacy concerns are also prominent, with systems required to comply with regulations like the U.S. Family Educational Rights and Act (FERPA), which mandates secure handling of student data to prevent unauthorized access or breaches. Schools must implement , role-based permissions, and regular audits to protect sensitive information such as grades and behavioral notes. By the early 2020s, digital report cards had achieved widespread adoption in developed countries, driven by the pandemic's push toward remote learning. As of 2024, over 68% of U.S. K-12 schools used student information systems that include online grading features. Globally, this trend reflects broader in , with platforms now incorporating AI-assisted tools for generating personalized comments based on student data, though such features raise concerns about authenticity and over-reliance on automation. These advancements continue to evolve, emphasizing and to support equitable .

Standards-Based Reporting

Standards-based reporting represents a shift in educational assessment from traditional percentage-based or letter-grade systems to evaluations centered on students' mastery of specific learning standards. In this approach, report cards detail proficiency levels for individual standards, such as those outlined in frameworks like the State Standards in the United States, rather than aggregating scores into an overall average. Proficiency is typically indicated on a scale, for example, 1 (below basic), 2 (basic), 3 (proficient), and 4 (advanced), allowing educators to communicate precise areas of strength and need. Implementation of standards-based reporting gained significant traction following educational reforms in the early , particularly with the adoption of the State Standards in 2010, which emphasized clear, measurable learning objectives. This method often incorporates tools like digital portfolios, where students compile artifacts such as projects, reflections, and assessments to demonstrate growth over time, providing tangible evidence of progress toward standards mastery. In regions like , , the Ministry of Education's Growing Success policy, introduced in 2010, integrates standards-based evaluation into report cards, focusing on achievement levels and learning skills to support ongoing student development. Similarly, U.S. states such as have adopted standards-based systems in districts, leading to documented improvements in mathematics proficiency scores. The benefits of standards-based reporting include providing clearer, more actionable feedback on specific skills, which helps and parents understand progress without the ambiguity of averaged grades. Research indicates that this approach reduces by prioritizing demonstrable mastery over subjective factors, resulting in more reliable achievement data. Studies also show enhanced through opportunities for reassessment and growth tracking, alongside greater equity by minimizing biases in traditional grading practices. Furthermore, modern implementations increasingly integrate social-emotional learning metrics, such as self-management and relationship skills, aligned with frameworks like CASEL, to offer a holistic view of development.

References

  1. https://aac.ab.ca/hot-topics/communicating-and-reporting/purpose-of-a-report-card/
  2. https://www.ebsco.com/research-starters/education/grades-and-report-cards
  3. https://www.gse.harvard.edu/ideas/edcast/23/12/cultural-power-report-cards
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