Public expenditures, educational outcomes and grade inflation: Theory and evidence from a policy intervention in the Netherlands
AbstractPrevious work on the relation between school inputs and students' educational attainment typically fails to account for the fact that schools can adjust their grading structure, even though such actions are likely to affect students' incentives. Our theoretical model shows that, depending on schools' and students' reactions to resource changes, the overall effect of spending on education outcomes is ambiguous. Schools, however, adjust their grading structure following resource shifts, such that grade inflation is likely to accompany resource-driven policies. Exploiting a quasi-experimental policy intervention in the Netherlands (where the grading system relies on both standardized central and schoollevel exams), we find that additional resources benefit educational attainment only when they are substantial, but induce grade inflation otherwise. --
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Bibliographic InfoPaper provided by Social Science Research Center Berlin (WZB) in its series Discussion Papers, Research Professorship & Project "The Future of Fiscal Federalism" with number SP II 2012-111.
Date of creation: 2012
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public expenditures; grade inflation; educational attainment; standardized central exam;
Other versions of this item:
- De Witte, Kristof & Geys, B. & Solondz, C., 2012. "Public expenditures, educational outcomes and grade inflation: theory and evidence from a policy intervention in the Netherlands," Open Access publications from Katholieke Universiteit Leuven urn:hdl:123456789/400374, Katholieke Universiteit Leuven.
- I20 - Health, Education, and Welfare - - Education - - - General
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
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