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Grade Dropping: An Empirical Analysis

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  • Ellen Sewell

Abstract

It is a popular practice among college professors to drop the lowest component grade in computing the course grade. A benefit of this practice is the elimination of the need to evaluate excuses or administer make-up exams. The author uses data from a controlled experiment to examine the impact of such a policy on student behavior and course performance. The policy was found to have no significant impact on the decision to miss an exam or to "write off" an exam. However, performance on a comprehensive final exam was negatively and significantly affected by such a policy. In short, significant costs were identified that would offset the benefits of a grade-dropping policy.

Suggested Citation

  • Ellen Sewell, 2004. "Grade Dropping: An Empirical Analysis," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 24-34, January.
    • Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:24-34
    DOI: 10.3200/JECE.35.1.24-34
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    Cited by:

    1. Kristin Stowe, 2010. "A Quick Argument for Active Learning: The Effectiveness of One-Minute Papers," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 10(1), pages 33-39, Summer.
    2. Hadsell, Lester, 2020. "Not for want of trying: Effort and Success of women in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 35(C).
    3. Parunchana Pacharn & Darlene Bay & Sandra Felton, 2013. "The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude," Accounting Education, Taylor & Francis Journals, vol. 22(2), pages 147-167, April.

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