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School grades and students' achievement: how to identify grading standards and measure their effects

Author

Listed:
  • Stefano Iacus

    (Department of Economics, Business and Statistics, University of Milan, IT)

  • Giuseppe Porro

    (Department of Economics and Statistics, University of Trieste)

Abstract

A new procedure to identify grading practice is proposed. In our approach, grading practice are given in terms of a categorical variable whilst usually in the literature, coefficients of the regression line which models school grades as a function of students' achievement, are taken as indicators of grading standards. The new procedure, which is essentially nonparametric, allows to identity clearly a variety of grading practices and their effect on students' performance. It also shows that ordering grading standards is not possible: hence the usual approach based on regression coefficients is unlikely to be satisfactory. The new methodology is easy to implement and widely applicable. As an example, we consider data from a survey on Italian lower secondary school students. The evidence, which essentially confirms the generic result given in the literature, suggests that higher grading standards improve students' achievement but in our case, grading standards are easily interpretable.

Suggested Citation

  • Stefano Iacus & Giuseppe Porro, 2007. "School grades and students' achievement: how to identify grading standards and measure their effects," UNIMI - Research Papers in Economics, Business, and Statistics unimi-1061, Universitá degli Studi di Milano.
    • Handle: RePEc:bep:unimip:unimi-1061
    Note: oai:cdlib1:unimi-1061
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    Cited by:

    1. Darren Grant & William Green, 2013. "Grades as incentives," Empirical Economics, Springer, vol. 44(3), pages 1563-1592, June.
    2. Olga Demidova & Marcello Signorelli, 2010. "The Impact of Crises on Youth Unemployment of Russian Regions: An Empirical Analysis," Quaderni del Dipartimento di Economia, Finanza e Statistica 78/2010, Università di Perugia, Dipartimento Economia.
    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. 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.

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