End the "Easy A": Tougher Grading Standards Set More Students up for Success

Autor/in	Gershenson, Seth
Titel	End the "Easy A": Tougher Grading Standards Set More Students up for Success
Quelle	In: Education Next, 20 (2020) 2, S.18-24 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Grading; Grade Inflation; Academic Standards; High School Students; Mathematics Education; Algebra; Mathematics Tests; Standardized Tests; Teacher Effectiveness; Mathematics Achievement; North Carolina + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Standadised tests; Standardisierter Test; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Grade inflation is pervasive in American high schools. Is rampant grade inflation cause for concern? How teachers' grading standards affect student success is an empirical question--one that the author addresses in this article in a new study of roughly 350,000 North Carolina students taking Algebra I between 2006 and 2016. The author first measures the grading standards of individual Algebra I teachers in the state by comparing the course grades they assigned their students to those students' scores on a standardized end-of-course exam. The author then asks whether students did better or worse than expected when they were assigned to a more-demanding teacher. The results confirm that "everyone gets a gold star" is not a victimless mentality. Not only do students learn more from tougher teachers, but they also do better in math classes up to two years later. The size of these effects is on the order of replacing an average teacher with one near the top of her game. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01