IDEAS home Printed from
MyIDEAS: Log in (now much improved!) to save this article

The Effects of Dropping a Grade in Intermediate Macroeconomics

Listed author(s):
  • Raymond MacDermott
Registered author(s):

    When preparing a course at the start of a semester, instructors must consider how students will be assessed. One commonly used approach is to allow students to drop their lowest grade on an assignment or test. However, the effect of this policy is debatable.This study adapts the model used by Sewell (2004) to investigate student performance in Intermediate Macroeconomics over six semesters at a public Midwestern university. Allowing students to drop their lowest test score does not appear to artificially inflate their final grade in class. Performance in previous economics courses, overall GPA and class status are strong predictors of the final grade.This grading approach does lead to strategic test-taking on the part of students. Some choose not to take an optional end-of-semester exam that can potentially raise their final grade. Probit analysis shows this decision is positively related to the student’s score going in to the exam, their concurrent course load and the variance in their prior test performance. Surprisingly, it is not related to the minimum score needed to raise their final grade.

    If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

    File URL:
    Download Restriction: no

    File URL:
    Download Restriction: no

    Article provided by New York State Economics Association (NYSEA) in its journal New York Economic Review.

    Volume (Year): 40 (2009)
    Issue (Month): 1 ()
    Pages: 40-50

    in new window

    Handle: RePEc:nye:nyervw:v:40:y:2009:i:1:p:40-50
    Contact details of provider: Web page:

    More information through EDIRC

    References listed on IDEAS
    Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:

    in new window

    1. Ellen Sewell, 2004. "Grade Dropping: An Empirical Analysis," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 24-34, January.
    Full references (including those not matched with items on IDEAS)

    This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

    When requesting a correction, please mention this item's handle: RePEc:nye:nyervw:v:40:y:2009:i:1:p:40-50. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Eryk Wdowiak)

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If references are entirely missing, you can add them using this form.

    If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.