The effect of effort grading on learning
In the fall of 2004, Benedict College - a Historically Black College in Columbia, SC - began enforcing a new grading policy called Success Equals Effort (SE2). Under this policy, students taking freshman and sophomore level courses were assigned grades that explicitly rewarded not only content learning ("knowledge" grade) but also measures of effort ("effort" grade). This paper examines the effects of effort grading using two stage least squares and fixed effect estimates. I find evidence of a strong positive correlation between "effort" grades and "knowledge" grades. Under some restrictions this relationship can be interpreted as "effort" producing "knowledge".
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- David Romer, 1993. "Do Students Go to Class? Should They?," Journal of Economic Perspectives, American Economic Association, vol. 7(3), pages 167-174, Summer.
- Omari Swinton, 2007. "Grading For Effort: The Success Equals Effort Policy At Benedict College," The Review of Black Political Economy, Springer;National Economic Association, vol. 34(1), pages 149-164, June. Full references (including those not matched with items on IDEAS)
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