The purpose of this study was to examine teachers' perspectives on the intent and purpose of grading, the effectiveness of grading systems, and how large, complex systems can implement effective change. The design of the study was qualitative, based on an anonymous survey mixed with open-ended and Likert Scale questions. The participants in this study were from a South Suburban school district and members of the district's Grading and Assessment Committee. The district utilizes standards-based grading for kindergarten through second grade and traditional grading for third through eighth grade. The data collected compared educator perceptions on both the traditional grading system and standards-based grading systems effectiveness, intent, student motivation, and willingness to change grading systems. The study found that most educators utilizing the traditional grading system felt the system did not fulfill the purpose of grades to communicate student achievement to parents and students, was not effective, and when given the option, the majority selected, that they would prefer to move to the standards-based grading option. [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.]