One of many possible reasons why standards-based grading has been slower to catch on at secondary level when compared to elementary settings….
From a study of nearly 3,000 K-12 teachers:
The evidence gathered in this study shows that nearly all teachers believe that grading plays a role in the teaching and learning process. However, the data show that elementary and middle/high school teachers’ views remain widely different. Elementary teachers tend to see grading as a formative process rather than an end state. They are more likely to give students multiple opportunities to evidence academic mastery and use homework as a means to learn about students’ progress rather than score it for completion.
Link, L. (2018). Teachers’ perceptions of grading practices: How preservice training makes a difference. Journal of Research in Education, 28(1). Available at https://files.eric.ed.gov/fulltext/EJ1168160.pdf