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Grading Student Behavior

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  • Schoner, Florian
  • Mergele, Lukas
  • Zierow, Larissa

Abstract

Numerous countries mandate comportment grades rating students’ social and work behavior in the classroom from teachers, yet their impact on student outcomes remains unclear. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students’ school-to-work transitions, non-cognitive skills, and reading skills. Analyzing two different household surveys and student assessment data, point estimates of causal effects are close to zero for all outcomes. However, while confidence intervals for school-to-work transitions and non-cognitive skills allow us to reject meaningful effect sizes, those for reading skills are wider and need to be interpreted more cautiously. We use additional data sources to investigate potential explanations.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • Schoner, Florian & Mergele, Lukas & Zierow, Larissa, 2022. "Grading Student Behavior," VfS Annual Conference 2022 (Basel): Big Data in Economics 264140, Verein für Socialpolitik / German Economic Association.
    • Handle: RePEc:zbw:vfsc22:264140
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    JEL classification:

    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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