The purpose of this study was to explore the differences in proficiency levels on the Illinois Assessment for Readiness (IAR) for schools using traditional grading methods versus standards-based grading methods. The researcher was interested in which grading method was associated with a high percentage of students scoring a (4) meet expectations or (5) exceeded expectations. The researcher identified nine schools using traditional grading methods and nine schools using standards-based grading methods through purposeful convenience sampling. Schools were further divided by free and reduced lunch status and geographical region. The study used a quantitative, non-experimental design. Data consisted of Math and ELA proficiency levels extracted from the Illinois Interactive Report Card (IIRC) for the 2021-2022 school year. Student proficiency levels were analyzed using a chi-square test to determine if an association existed between traditional versus standards-based grading and proficiency levels on the IAR. The analysis revealed statistically significant associations between Math proficiency levels and all levels of free and reduced lunch, as well as geographical regions (central and northern). Math by grading level and the southern geographical region showed no association. Results for ELA showed statistically significant associations between grading methods, free and reduced lunch (low and mid), and all geographical regions. ELA in the southern region showed no association. The finding of this study produced mixed results in regard to the which grading method was associated with a higher percentage of students scoring a 4 or 5 on the IAR. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]