Double Standards in Educational Standards: Are Disadvantaged Students Being Graded More Leniently?
AbstractA simple model of decentralised graduation standards is presented. It is shown that a school whose students are disadvantaged on the labour market applies less demanding standards because such students have less incentives to graduate. The model's predictions are tested using Dutch school-level data. Since students in the Netherlands have to participate both in a central and in a school specific examination, we can identify the grading policy of individual schools. We find that schools which harbour greater shares of disadvantaged students tend to set lower standards. This effect is largest in the branch of secondary schooling preparing for university. --
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Bibliographic InfoPaper provided by ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research in its series ZEW Discussion Papers with number 07-016.
Date of creation: 2007
Date of revision:
education; grading; social status; schools; Netherlands;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-04-28 (All new papers)
- NEP-EDU-2007-04-28 (Education)
- NEP-URE-2007-04-28 (Urban & Real Estate Economics)
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