This teacher research project investigates how a group of inner-city, African-American middle school students interprets and responds to improving grades in their 7th grade world history class. The improving grades are a result of an effort-based curriculum and grading approach in which the students, with a broad range of skills, have equal access to good grades because of an emphasis on multiple abilities and mastery.The project is funded by the Spencer Foundation. Karen M. Teel is the principal investigator.