This quantitative, correlational study compared the perceptions of grading practices and outcomes between teachers who teach in standards-based and traditional grading systems. Using the Teachers Perceptions of Grading Practices Scale, data was collected from a total of 217 elementary teachers and 120 middle school teachers representing seven school districts in Northern Illinois. The survey used a five-point Likert scale to examine teachers' perceptions of grading in five domains including (1) Importance, (2) Usefulness, (3) Student Effort, (4) Student Ability, and (5) Perceived Self-Efficacy of Grading Process. An additional sixth domain examined teachers' self-reported grading practices and was called Teachers' Grading Habits. Overall, the study found significant differences in the perceived role of grades as a reflection of student effort, the perceived role of grades as a reflection of student ability, and teachers' grading habits between teachers who teach in standards-based and traditional grading systems. There were no significant differences in teachers' perceptions of the importance of grading, usefulness of grading, or self-efficacy of grading between teachers using the two grading models. Analysis of individual survey items revealed several statistically significant differences within the domain areas. Results of this study can be used to inform school officials who are considering implementing a standards-based grading model in their school district. [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.]