Putting Grades in Context
AbstractConcerns over grade inflation and disparities in grading practices have led institutions of higher education in the United States to adopt various grading reforms. An element common to several reforms is providing information on the distribution of grades in different courses. The main aims of such “grades in context” policies are to make grades more informative to transcript readers and to curb grade inflation. We provide a simple model to demonstrate that such policies can have complex effects on patterns of student course enrollment. These effects may lower the informativeness of some transcripts, increase the average grade, and lower welfare.
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Bibliographic InfoArticle provided by University of Chicago Press in its journal Journal of Labor Economics.
Volume (Year): 30 (2012)
Issue (Month): 2 ()
Pages: 445 - 478
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Web page: http://www.journals.uchicago.edu/JOLE/
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- Ehlers, Tim & Schwager, Robert, 2012. "Honest Grading, Grade Inflation and Reputation," Annual Conference 2012 (Goettingen): New Approaches and Challenges for the Labor Market of the 21st Century 62051, Verein für Socialpolitik / German Economic Association.
- Raphael Boleslavsky & Christopher Cotton, 2012. "Grade Inflation and Education Quality," Working Papers 2012-2, University of Miami, Department of Economics.
- Ehlers, Tim & Schwager, Robert, 2012. "Honest grading, grade inflation and reputation," Center for European, Governance and Economic Development Research Discussion Papers 143, University of Goettingen, Department of Economics.
- Talia Bar & Vrinda Kadiyali & Asaf Zussman, 2009. "Grade Information and Grade Inflation: The Cornell Experiment," Journal of Economic Perspectives, American Economic Association, vol. 23(3), pages 93-108, Summer.
- repec:got:cegedp:143 is not listed on IDEAS
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