Putting grades in context

Talia Bar*, Vrinda Kadiyali, Asaf Zussman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

Concerns over grade inflation and disparities in grading practices have led institutions of higher education in the United States to adopt various grading reforms. An element common to several reforms is providing information on the distribution of grades in different courses. The main aims of such "grades in context" policies are to make grades more informative to transcript readers and to curb grade inflation. We provide a simple model to demonstrate that such policies can have complex effects on patterns of student course enrollment. These effects may lower the informativeness of some transcripts, increase the average grade, and lower welfare.

Original languageAmerican English
Pages (from-to)445-478
Number of pages34
JournalJournal of Labor Economics
Volume30
Issue number2
DOIs
StatePublished - Apr 2012

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