This study explored the relationship between K-8 teachers' current usage and engagement of curriculum and instructional practices, assessment practices, and feedback practices through the implementation of standards-based grading practices. The theoretical works of Bobbitt (1924), Bloom (1956), and Sadler (1989) framed this study. A digital survey collected descriptive data and 24 items which measured the three independent variables and one dependent variable. The sample included 36 teachers from seven school districts. The results indicated that assessment practices had the strongest correlation with standards-based grading. Therefore, additional research is needed to examine curriculum and instruction practices and feedback practices. According to the survey results, school districts looking to shift from implementing a traditional to standards-based grading system should break standards down into manageable chunks, map out the pacing of initial teaching and the reteaching of each standard, and consider how often formative and summative assessments should be utilized. Districts should also align each assessment to specific standards, create proficiency scales that are written in student and parent friendly language, and designate time for teachers to provide students with quality feedback. Providing this support will strengthen a district's implementation of a standards-based grading system in which teachers communicate student feedback that is personalized and aligned to criteria so that students can demonstrate continued learning throughout a school year. [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.]