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Are There Effective Teacher Grading Practices?

Author

Listed:
  • Montmarquette, C.
  • Mahseredjian, S.

Abstract

In the Economics of Schooling Literature, Input Substitutions Have Been Identified As the Major Difficulty to Assess School and Teacher Effectiveness. in This Paper We Examine Whether Teachers' Grading Practices Can Improve Students Academic Achievement by Reducing These Input Substitutions. We Develop a Grading Model Where the Teacher Optimizes His (Her) Utility Given a Parent-Student Utility Function Derived From Leisure and Good Grades. Under Certain Conditions, We Show That Lenient Grading Could Enhance More Teacher, Parent and Student Efforts. to Empirically Test This Model, We Define a Latent Grading Variable From an Error Component Specification on Class Grades Equations. This Variable Is Used to Explain the Students Grade Specific Standardized Test Results for a Sample of First and Fourth Graders of Montreal Francophone Public Elementary Schools. Specification Bias Issue Is Considered in These Last Estimations.

Suggested Citation

  • Montmarquette, C. & Mahseredjian, S., 1987. "Are There Effective Teacher Grading Practices?," Cahiers de recherche 8720, Universite de Montreal, Departement de sciences economiques.
    • Handle: RePEc:mtl:montde:8720
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