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Students' Social Origins and targeted Grade Inflation

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Listed author(s):
  • Alessandro Tampieri

    ()

    (CREA, Université du Luxembourg)

Abstract

Grade inflation or soft grading is acommon feature of the educational systems of many countries. In this paper I analyse grade inflation in a setting where students differ in social background, a firm decides its hiring strategy and the schools grading policy can be targeted according to student type. A targeted grade inflation may exacerbate the job opportunities of disad- vantaged students compared to advantaged students. This result emerges since the school has an incentive in inflating grades for a larger proportion of students coming from an advantaged social background,

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File URL: http://wwwfr.uni.lu/content/download/66882/845822/file/2013-28%20-%20Students'%20?Social%20Origins%20and%20Targeted%20Grade%20Inflation.pdf
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Paper provided by Center for Research in Economic Analysis, University of Luxembourg in its series CREA Discussion Paper Series with number 13-28.

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Date of creation: 2013
Handle: RePEc:luc:wpaper:13-28
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Keywords: soft grading; social background; signalling;

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Find related papers by JEL classification:
  • D82 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Asymmetric and Private Information; Mechanism Design

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  1. Cunha, Flavio & Heckman, James J. & Lochner, Lance, 2006. "Interpreting the Evidence on Life Cycle Skill Formation," Handbook of the Economics of Education, Elsevier.
  2. Arnott, Richard & Rowse, John, 1987. "Peer group effects and educational attainment," Journal of Public Economics, Elsevier, vol. 32(3), pages 287-305, April.
  3. James W. Friedman, 1971. "A Non-cooperative Equilibrium for Supergames," Review of Economic Studies, Oxford University Press, vol. 38(1), pages 1-12.
  4. Alessandro Tampieri, 2009. "Social Background Effects on School and Job Opportunities," Discussion Papers in Economics 09/26, Department of Economics, University of Leicester, revised Sep 2010.
  5. William Chan & Li Hao & Wing Suen, 2007. "A Signaling Theory Of Grade Inflation," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 48(3), pages 1065-1090, 08.
  6. Carneiro, Pedro & Heckman, James J., 2003. "Human Capital Policy," IZA Discussion Papers 821, Institute for the Study of Labor (IZA).
  7. Oliver Himmler & Robert Schwager, 2013. "Double Standards in Educational Standards – Do Schools with a Disadvantaged Student Body Grade More Leniently?," German Economic Review, Verein für Socialpolitik, vol. 14(2), pages 166-189, 05.
  8. McCulloch, Andrew & Joshi, Heather E., 2001. "Neighbourhood and family influences on the cognitive ability of children in the British National Child Development Study," Social Science & Medicine, Elsevier, vol. 53(5), pages 579-591, September.
  9. Ron W Zimmer & Eugenia F Toma, 2000. "Peer effects in private and public schools across countries," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 19(1), pages 75-92.
  10. de Bartolome, Charles A M, 1990. "Equilibrium and Inefficiency in a Community Model with Peer Group Effects," Journal of Political Economy, University of Chicago Press, vol. 98(1), pages 110-133, February.
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Cited by:

  1. Ehlers, Tim & Schwager, Robert, 2012. "Honest Grading, Grade Inflation and Reputation," Annual Conference 2012 (Goettingen): New Approaches and Challenges for the Labor Market of the 21st Century 62051, Verein für Socialpolitik / German Economic Association.

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