<p>The discourse on public education often suggests that some schools or geographical areas, across space or time, apply more lenient grading standards, as indicated by discrepancies between teachers’ assessments and standardized test scores. This narrative appears in studies across various countries, including the UK, US, and Italy, where such disparities are linked to socio-economic background and student competencies. In Italy, grading standards exhibit notable geographical differences. While prior research confirms these patterns, it faces key limitations, particularly in addressing theoretical and methodological challenges due to data constraints and assessing the sensitivity of regional grading disparities to contextual factors. This study leverages INVALSI-SNV data, tracking three cohorts of students who began 5th grade in 2011/2012, 2012/2013, and 2013/2014. It follows them through 8th grade, identifies provincial grading standards in Italian and Mathematics, and accounts for methodological challenges. While regional grading disparities persist, they are less pronounced than earlier research suggests. These patterns change when controlling for a vector of socio-demographic characteristics of provincial cohorts as they progress from 5 to 8th grade. Although a geographic gradient in grading standards exists, it does not perfectly align with the traditional North–South divide; rather, it is primarily shaped by the ability composition of students within each province, especially in Mathematics.</p>