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Students' Social Origins and targeted Grade Inflation

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  • Alessandro Tampieri

    ()
    (CREA, University of Luxembourg)

Abstract

Grade inflation or soft grading is acommon feature of the educational systems of many countries. In this paper I analyse grade inflation in a setting where students differ in social background, a firm decides its hiring strategy and the schools grading policy can be targeted according to student type. A targeted grade inflation may exacerbate the job opportunities of disad- vantaged students compared to advantaged students. This result emerges since the school has an incentive in inflating grades for a larger proportion of students coming from an advantaged social background,

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File URL: http://wwwfr.uni.lu/content/download/66882/845822/file/2013-28%20-%20Students'%20?Social%20Origins%20and%20Targeted%20Grade%20Inflation.pdf
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Bibliographic Info

Paper provided by Center for Research in Economic Analysis, University of Luxembourg in its series CREA Discussion Paper Series with number 13-28.

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Date of creation: 2013
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Handle: RePEc:luc:wpaper:13-28

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Keywords: soft grading; social background; signalling;

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  1. de Bartolome, Charles A M, 1990. "Equilibrium and Inefficiency in a Community Model with Peer Group Effects," Journal of Political Economy, University of Chicago Press, vol. 98(1), pages 110-33, February.
  2. A. Tampieri, 2011. "Social Background Effects on School and Job Opportunities," Working Papers wp779, Dipartimento Scienze Economiche, Universita' di Bologna.
  3. Himmler, Oliver & Schwager, Robert, 2007. "Double Standards in Educational Standards: Are Disadvantaged Students Being Graded More Leniently?," ZEW Discussion Papers 07-016, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  4. William Chan & Hao Li & Wing Suen, 2005. "A Signaling Theory of Grade Inflation," Working Papers tecipa-222, University of Toronto, Department of Economics.
  5. James Heckman & Pedro Carneiro, 2003. "Human Capital Policy," NBER Working Papers 9495, National Bureau of Economic Research, Inc.
  6. Richard Arnott & John Rowse, 1982. "Peer Group Effects and Educational Attainment," Working Papers 497, Queen's University, Department of Economics.
  7. Friedman, James W, 1971. "A Non-cooperative Equilibrium for Supergames," Review of Economic Studies, Wiley Blackwell, vol. 38(113), pages 1-12, January.
  8. Flavio Cunha & James J. Heckman & Lance Lochner & Dimitriy V. Masterov, 2005. "Interpreting the Evidence on Life Cycle Skill Formation," NBER Working Papers 11331, National Bureau of Economic Research, Inc.
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Cited by:
  1. 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.

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