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

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  • Seth Gershenson
  • Stephen B. Holt
  • Adam Tyner

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.

Suggested Citation

  • Seth Gershenson & Stephen B. Holt & Adam Tyner, 2024. "Making the grade: The effect of teacher grading standards on student outcomes," Contemporary Economic Policy, Western Economic Association International, vol. 42(2), pages 305-318, April.
    • Handle: RePEc:bla:coecpo:v:42:y:2024:i:2:p:305-318
    DOI: 10.1111/coep.12637
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    References listed on IDEAS

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