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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
    DOI: 10.2202/1935-1682.2065
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    References listed on IDEAS

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    Citations

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    Cited by:

    1. Maria De Paola, 2011. "Easy grading practices and supply–demand factors: evidence from Italy," Empirical Economics, Springer, vol. 41(2), pages 227-246, October.
    2. 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.
    3. 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.
    4. Clifton-Sprigg, Joanna, 2015. "Educational spillovers and parental migration," Labour Economics, Elsevier, vol. 34(C), pages 64-75.
    5. 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.
    6. David Kiss, 2010. "Are Immigrants Graded Worse in Primary and Secondary Education? – Evidence for German Schools," Ruhr Economic Papers 0223, Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen.
    7. 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, IZA Network @ LISER.
    8. 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.
    9. 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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