Online grade booking, where parents and students have access to teachers’ grade books through the Internet, has become the prevailing method for transmitting daily academic progress for students across the United States. However, this practice has proliferated without consideration of the potential relational impacts of the practice on parents, teachers, and students. Arising from a comprehensive literature review and thematic analysis of participating individuals’ comments and quotes in online mass media sources, a conceptual framework is offered to describe relevant dialectical tensions undergirding online grade booking, informing future research and practice that better supports home–school communication
