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Grading Across Schools

Author

Listed:
  • Dardanoni Valentino

    () (Università di Palermo)

  • Modica Salvatore

    () (Università di Palermo)

  • Pennsi Aline

    () (Ministero dello Sviluppo Economico, Italy)

Abstract

This paper reports some facts about grading standards across a varied sample of 16 countries participating in the 2003 OCSE-PISA Survey. Our main finding is that in all countries except Ireland and the USA there is conspicuous heterogeneity in standards across schools (Table 3, Figures 1 & 2). In most of the countries where heterogeneity is present a grading-on-a-curve practice emerges, with grading standards increasing with average competence of the school's students (Table 4, Figures 3 & 4). Where this phenomenon is more pronounced, it may be related to existence of a tracking (as opposed to comprehensive) school system (Table 5, Figure 5).

Suggested Citation

  • Dardanoni Valentino & Modica Salvatore & Pennsi Aline, 2009. "Grading Across Schools," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 9(1), pages 1-16, April.
    • Handle: RePEc:bpj:bejeap:v:9:y:2009:i:1:n:16
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    References listed on IDEAS

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    1. Stiglitz, Joseph E, 1975. "The Theory of "Screening," Education, and the Distribution of Income," American Economic Review, American Economic Association, vol. 65(3), pages 283-300, June.
    2. Arrow, Kenneth J., 1973. "Higher education as a filter," Journal of Public Economics, Elsevier, vol. 2(3), pages 193-216, July.
    3. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-971, September.
    4. Michael Spence, 1973. "Job Market Signaling," The Quarterly Journal of Economics, Oxford University Press, vol. 87(3), pages 355-374.
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    Cited by:

    1. Clifton-Sprigg, Joanna, 2015. "Educational spillovers and parental migration," Labour Economics, Elsevier, vol. 34(C), pages 64-75.
    2. Maria De Paola, 2011. "Easy grading practices and supply–demand factors: evidence from Italy," Empirical Economics, Springer, vol. 41(2), pages 227-246, October.
    3. Checchi, Daniele & De Paola, Maria, 2017. "The Effect of Multigrade Classes on Cognitive and Non-Cognitive Skills: Causal Evidence Exploiting Minimum Class Size Rules in Italy," IZA Discussion Papers 11211, Institute of Labor Economics (IZA).
    4. Kiss, David, 2013. "The impact of peer achievement and peer heterogeneity on own achievement growth: Evidence from school transitions," Economics of Education Review, Elsevier, vol. 37(C), pages 58-65.
    5. David Kiss, 2013. "Are immigrants and girls graded worse? Results of a matching approach," Education Economics, Taylor & Francis Journals, vol. 21(5), pages 447-463, December.
    6. Checchi, Daniele & De Paola, Maria, 2018. "The effect of multigrade classes on cognitive and non- cognitive skills. Causal evidence exploiting minimum class size rules in Italy✰," Economics of Education Review, Elsevier, vol. 67(C), pages 235-253.
    7. Kiss, David, 2010. "Are Immigrants Graded Worse in Primary and Secondary Education? – Evidence for German Schools," Ruhr Economic Papers 223, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
    8. Kiss, David, 2011. "The impact of peer ability and heterogeneity on student achievement: Evidence from a natural experiment," FAU Discussion Papers in Economics 02/2011, Friedrich-Alexander University Erlangen-Nuremberg, Institute for Economics.

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