Grading Standards in Education Departments at Universities
This paper documents a startling difference in the grading standards between education departments and other academic departments at universities – undergraduate students in education classes receive significantly higher grades than students in all other classes. This phenomenon cannot be explained by differences in student quality or structural differences across departments (i.e., differences in class sizes). Drawing on evidence from the economics literature, the differences in grading standards between education and non-education departments imply that undergraduate education majors, the majority of whom become teachers, supply substantially less effort in college than non-education majors. If the grading standards in education departments were brought in line with those of other major academic departments, student effort would be expected to increase by at least 10-16 percent.
|Date of creation:||01 Feb 2010|
|Date of revision:||13 Jun 2011|
|Publication status:||Published in Education Policy Analysis Archives 2011|
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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.:
- Philip Babcock, 2010. "Real Costs Of Nominal Grade Inflation? New Evidence From Student Course Evaluations," Economic Inquiry, Western Economic Association International, vol. 48(4), pages 983-996, October.
- Arcidiacono, Peter, 2004.
"Ability sorting and the returns to college major,"
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Elsevier, vol. 121(1-2), pages 343-375.
- William Chan & Hao Li & Wing Suen, 2005.
"A Signaling Theory of Grade Inflation,"
tecipa-222, University of Toronto, Department of Economics.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007.
"Teachers and Student Achievement in the Chicago Public High Schools,"
Journal of Labor Economics,
University of Chicago Press, vol. 25, pages 95-135.
- Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
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