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Does increased teacher accountability decrease leniency in grading?

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2020

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Puhani, Patrick A.

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https://doi.org/10.1016/j.jebo.2019.12.017
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Journal of Economic Behavior & Organization. Elsevier. 2020, 171, pp. 333-341. ISSN 0167-2681. eISSN 1879-1751. Available under: doi: 10.1016/j.jebo.2019.12.017

Zusammenfassung

Because accountability may improve the comparability that is compromised by lenient grading, we compare exit exam outcomes in the same schools before and after a policy change that increased teacher accountability by anchoring grading scales through centralization. In particular, using a large administrative dataset of 364,445 exit exam outcomes for 72,889 students, we find that centralization increased inequality in scoring between the higher and lower performing schools by about 25%. In addition, the reform improved relative scoring outcomes for schools with larger shares of male students and lowered relative scoring outcomes for schools with a higher share of minority students.

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Subjective performance evaluation Rating standards Policy reform Transparency

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ISO 690PUHANI, Patrick A., Philip YANG, 2020. Does increased teacher accountability decrease leniency in grading?. In: Journal of Economic Behavior & Organization. Elsevier. 2020, 171, pp. 333-341. ISSN 0167-2681. eISSN 1879-1751. Available under: doi: 10.1016/j.jebo.2019.12.017
BibTex
@article{Puhani2020incre-54128,
  year={2020},
  doi={10.1016/j.jebo.2019.12.017},
  title={Does increased teacher accountability decrease leniency in grading?},
  volume={171},
  issn={0167-2681},
  journal={Journal of Economic Behavior & Organization},
  pages={333--341},
  author={Puhani, Patrick A. and Yang, Philip}
}
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