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Educational equity and teacher discretion effects in high stake exams

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  • Cornelisz, Ilja
  • Meeter, Martijn
  • van Klaveren, Chris

Abstract

This study examines teacher discretion effects in Dutch secondary education for the period 2007–2012. Stark discontinuities are observed in the exam grade distribution for high-stakes retaking students and are located at important graduation thresholds. This phenomenon is systematically related to the level of discretion when grading the exam, with results suggesting that approximately 11% of all graduating retakers did so because of teacher discretion. This yields unequal graduation opportunities that are the result of school- and subject choice patterns, since teacher discretion is structurally and selectively exerted at the school-level with the objective to let students on the margin graduate.

Suggested Citation

  • Cornelisz, Ilja & Meeter, Martijn & van Klaveren, Chris, 2019. "Educational equity and teacher discretion effects in high stake exams," Economics of Education Review, Elsevier, vol. 73(C).
    • Handle: RePEc:eee:ecoedu:v:73:y:2019:i:c:s0272775718306976
    DOI: 10.1016/j.econedurev.2019.07.002
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    References listed on IDEAS

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    1. Derek Neal, 2013. "The Consequences of Using One Assessment System To Pursue Two Objectives," NBER Working Papers 19214, National Bureau of Economic Research, Inc.
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    7. Derek Neal, 2013. "The Consequences of Using one Assessment System to Pursue two Objectives," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 339-352, October.
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    Cited by:

    1. Simon ter Meulen, 2023. "Long-Term Effects of Grade Retention," CESifo Working Paper Series 10212, CESifo.

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    • I2 - Health, Education, and Welfare - - Education

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