{"title":"更正 \"作为学生成绩信号的课程成绩：COVID-19前后成绩膨胀的证据\"","authors":"","doi":"10.1002/pam.22659","DOIUrl":null,"url":null,"abstract":"<p>Goldhaber, D., & Goodman Young, M. (2024). Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID-19. <i>Journal of Policy Analysis and Management</i>, 43, 1270–1282. https://doi.org/10.1002/pam.22618</p>\n<p>In the final paragraph of the “Evolution in Grades and Test Results Over Time” section, the text “Thirty-one percent to 39% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 32% to 42% of these students received an A or B. This is an increase of 4 to 9 percentage points from the previous year” was incorrect. This should have read “Thirty percent to 32% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 40% to 42% of these students received an A or B. This is an increase of 2 to 13 percentage points from the previous year.”</p>\n<p>Figure 3a initially reported that 12% of students receiving an achievement level 1 in math received an A in their math class, 20% received a B, 29% received a C, 14% received a D, and 25% received an F. Figure 3c initially reported that 14% of students receiving an achievement level 1 in science received an A in their science class, 21% received a B, 32% received a C, 15% received a D, and 18% received an F. The revised figures are shown below.</p>\n<figure><picture>\n<source media=\"(min-width: 1650px)\" srcset=\"/cms/asset/5e2215a8-3110-4782-926e-ca31b7eea394/pam22659-fig-0001-m.jpg\"/><img alt=\"Details are in the caption following the image\" data-lg-src=\"/cms/asset/5e2215a8-3110-4782-926e-ca31b7eea394/pam22659-fig-0001-m.jpg\" loading=\"lazy\" src=\"/cms/asset/cbd74dd5-9e48-4c99-8592-0545a33ea1ce/pam22659-fig-0001-m.png\" title=\"Details are in the caption following the image\"/></picture><figcaption>\n<div><strong>FIGURE 3<span style=\"font-weight:normal\"></span></strong><div>Open in figure viewer<i aria-hidden=\"true\"></i><span>PowerPoint</span></div>\n</div>\n<div><p>Distribution of grades amongst students with an Achievement Level of 1, indicating that the student has not met grade level expectations on the end of year test in 2021/2022 [Colour figure can be viewed at wileyonlinelibrary.com]</p></div>\n</figcaption>\n</figure>\n<p>Figures 4a and 4c have been updated to reflect similar corrections.</p>\n<figure><picture>\n<source media=\"(min-width: 1650px)\" srcset=\"/cms/asset/edcc9024-4c80-47ca-b401-b3b9b94d1d9a/pam22659-fig-0002-m.jpg\"/><img alt=\"Details are in the caption following the image\" data-lg-src=\"/cms/asset/edcc9024-4c80-47ca-b401-b3b9b94d1d9a/pam22659-fig-0002-m.jpg\" loading=\"lazy\" src=\"/cms/asset/f1cd598f-f356-499d-bda3-5a1719b917d1/pam22659-fig-0002-m.png\" title=\"Details are in the caption following the image\"/></picture><figcaption>\n<div><strong>FIGURE 4<span style=\"font-weight:normal\"></span></strong><div>Open in figure viewer<i aria-hidden=\"true\"></i><span>PowerPoint</span></div>\n</div>\n<div><p>Distribution of grades amongst students with an Achievement Level of 1, indicating that the student has not met grade level expectations on the end of year test from 2014/2015 to 2021/2022. [Colour figure can be viewed at wileyonlinelibrary.com]</p></div>\n</figcaption>\n</figure>\n<p>We apologize for this error.</p>","PeriodicalId":48105,"journal":{"name":"Journal of Policy Analysis and Management","volume":"8 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Correction to “Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID-19”\",\"authors\":\"\",\"doi\":\"10.1002/pam.22659\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Goldhaber, D., & Goodman Young, M. (2024). Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID-19. <i>Journal of Policy Analysis and Management</i>, 43, 1270–1282. https://doi.org/10.1002/pam.22618</p>\\n<p>In the final paragraph of the “Evolution in Grades and Test Results Over Time” section, the text “Thirty-one percent to 39% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 32% to 42% of these students received an A or B. This is an increase of 4 to 9 percentage points from the previous year” was incorrect. This should have read “Thirty percent to 32% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 40% to 42% of these students received an A or B. This is an increase of 2 to 13 percentage points from the previous year.”</p>\\n<p>Figure 3a initially reported that 12% of students receiving an achievement level 1 in math received an A in their math class, 20% received a B, 29% received a C, 14% received a D, and 25% received an F. Figure 3c initially reported that 14% of students receiving an achievement level 1 in science received an A in their science class, 21% received a B, 32% received a C, 15% received a D, and 18% received an F. The revised figures are shown below.</p>\\n<figure><picture>\\n<source media=\\\"(min-width: 1650px)\\\" srcset=\\\"/cms/asset/5e2215a8-3110-4782-926e-ca31b7eea394/pam22659-fig-0001-m.jpg\\\"/><img alt=\\\"Details are in the caption following the image\\\" data-lg-src=\\\"/cms/asset/5e2215a8-3110-4782-926e-ca31b7eea394/pam22659-fig-0001-m.jpg\\\" loading=\\\"lazy\\\" src=\\\"/cms/asset/cbd74dd5-9e48-4c99-8592-0545a33ea1ce/pam22659-fig-0001-m.png\\\" title=\\\"Details are in the caption following the image\\\"/></picture><figcaption>\\n<div><strong>FIGURE 3<span style=\\\"font-weight:normal\\\"></span></strong><div>Open in figure viewer<i aria-hidden=\\\"true\\\"></i><span>PowerPoint</span></div>\\n</div>\\n<div><p>Distribution of grades amongst students with an Achievement Level of 1, indicating that the student has not met grade level expectations on the end of year test in 2021/2022 [Colour figure can be viewed at wileyonlinelibrary.com]</p></div>\\n</figcaption>\\n</figure>\\n<p>Figures 4a and 4c have been updated to reflect similar corrections.</p>\\n<figure><picture>\\n<source media=\\\"(min-width: 1650px)\\\" srcset=\\\"/cms/asset/edcc9024-4c80-47ca-b401-b3b9b94d1d9a/pam22659-fig-0002-m.jpg\\\"/><img alt=\\\"Details are in the caption following the image\\\" data-lg-src=\\\"/cms/asset/edcc9024-4c80-47ca-b401-b3b9b94d1d9a/pam22659-fig-0002-m.jpg\\\" loading=\\\"lazy\\\" src=\\\"/cms/asset/f1cd598f-f356-499d-bda3-5a1719b917d1/pam22659-fig-0002-m.png\\\" title=\\\"Details are in the caption following the image\\\"/></picture><figcaption>\\n<div><strong>FIGURE 4<span style=\\\"font-weight:normal\\\"></span></strong><div>Open in figure viewer<i aria-hidden=\\\"true\\\"></i><span>PowerPoint</span></div>\\n</div>\\n<div><p>Distribution of grades amongst students with an Achievement Level of 1, indicating that the student has not met grade level expectations on the end of year test from 2014/2015 to 2021/2022. [Colour figure can be viewed at wileyonlinelibrary.com]</p></div>\\n</figcaption>\\n</figure>\\n<p>We apologize for this error.</p>\",\"PeriodicalId\":48105,\"journal\":{\"name\":\"Journal of Policy Analysis and Management\",\"volume\":\"8 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-11-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Policy Analysis and Management\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1002/pam.22659\",\"RegionNum\":3,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"ECONOMICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Policy Analysis and Management","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1002/pam.22659","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ECONOMICS","Score":null,"Total":0}
引用次数: 0
摘要
Goldhaber, D., & Goodman Young, M. (2024)。课程成绩作为学生成绩的信号：COVID-19 前后成绩膨胀的证据。Journal of Policy Analysis and Management, 43, 1270-1282。https://doi.org/10.1002/pam.22618In "Evolution in Grades and Test Results Over Time "部分的最后一段，"31%-39%（取决于科目）的 1 级学生获得了 D 或 F 级。但令人惊讶的是，32% 至 42% 的学生获得了 A 或 B。应改为 "30% 至 32%（取决于科目）的第 1 级学生获得 D 或 F 级。但也许令人吃惊的是，这些学生中有 40% 至 42% 获得了 A 或 B，这比上一年增加了 2 至 13 个百分点。"图 3a 最初报告说，数学成绩 1 级的学生中有 12% 在数学课上获得了 A，20% 获得了 B，29% 获得了 C，14% 获得了 D，25% 获得了 F。图 3c 最初显示，在科学成绩达到 1 级的学生中，14% 的学生在科学课上获得了 A 级，21% 获得了 B 级，32% 获得了 C 级，15% 获得了 D 级，18% 获得了 F 级。图 3在图形浏览器中打开PowerPoint成绩等级为 1 的学生的成绩分布情况，表示该学生在 2021/2022 年的年终测试中没有达到年级的预期成绩[彩图可在 wileyonlinelibrary.com]Figures 4a and 4c have been updated to reflect similar corrections.FIGURE 4Open in figure viewerPowerPointDistribution of grades amongst students with an Achievement Level of 1, indicating that the student has not reached grade level expectations on the end of year test from 2014/2015 to 2021/2022.[彩图可在 wileyonlinelibrary.com 上查看]我们对此错误深表歉意。
Correction to “Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID-19”
Goldhaber, D., & Goodman Young, M. (2024). Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID-19. Journal of Policy Analysis and Management, 43, 1270–1282. https://doi.org/10.1002/pam.22618
In the final paragraph of the “Evolution in Grades and Test Results Over Time” section, the text “Thirty-one percent to 39% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 32% to 42% of these students received an A or B. This is an increase of 4 to 9 percentage points from the previous year” was incorrect. This should have read “Thirty percent to 32% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 40% to 42% of these students received an A or B. This is an increase of 2 to 13 percentage points from the previous year.”
Figure 3a initially reported that 12% of students receiving an achievement level 1 in math received an A in their math class, 20% received a B, 29% received a C, 14% received a D, and 25% received an F. Figure 3c initially reported that 14% of students receiving an achievement level 1 in science received an A in their science class, 21% received a B, 32% received a C, 15% received a D, and 18% received an F. The revised figures are shown below.
FIGURE 3
Open in figure viewerPowerPoint
Distribution of grades amongst students with an Achievement Level of 1, indicating that the student has not met grade level expectations on the end of year test in 2021/2022 [Colour figure can be viewed at wileyonlinelibrary.com]
Figures 4a and 4c have been updated to reflect similar corrections.
FIGURE 4
Open in figure viewerPowerPoint
Distribution of grades amongst students with an Achievement Level of 1, indicating that the student has not met grade level expectations on the end of year test from 2014/2015 to 2021/2022. [Colour figure can be viewed at wileyonlinelibrary.com]
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This journal encompasses issues and practices in policy analysis and public management. Listed among the contributors are economists, public managers, and operations researchers. Featured regularly are book reviews and a department devoted to discussing ideas and issues of importance to practitioners, researchers, and academics.
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