Making the grade: The effect of teacher grading standards on student outcomes

IF 1.7 4区经济学 Q2 ECONOMICS

Contemporary Economic Policy Pub Date : 2023-12-30 DOI:10.1111/coep.12637

Seth Gershenson, Stephen B. Holt, Adam Tyner

引用次数: 0

Abstract

One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are understudied. Using administrative data that links individual students and teachers in Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards increase both contemporaneous student achievement in Algebra I and performance in subsequent math classes. Heterogeneity analyses find that these impacts are positive and similar in size for students of different backgrounds, aptitudes, and school contexts.

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评分：教师评分标准对学生成绩的影响

教师影响学生学习的机制之一是通过他们为课堂设定的评分标准。然而，评分标准对学生成绩的影响还未得到充分研究。我们利用 2006 年至 2016 年代数 I 课堂中学生和教师之间的管理数据，研究了教师评分标准对学生学习和出勤率的影响。教师评分标准高，学生在代数 I 考试中的同期成绩和后续数学课的表现都会提高。异质性分析发现，这些影响对不同背景、能力和学校环境的学生都是积极的，且影响大小相似。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Economic Policy Multiple-

CiteScore

3.10

自引率

6.70%

发文量

期刊介绍： Contemporary Economic Policy publishes scholarly economic research and analysis on issues of vital concern to business, government, and other decision makers. Leading western scholars, including three Nobel laureates, are among CEP"s authors. The objectives are to communicate results of high quality economic analysis to policymakers, focus high quality research and analysis on current policy issues of widespread concern, increase knowledge among economists of features of the economy key to understanding the impact of policy, and to advance methods of policy analysis.