Abstract

http://ssrn.com/abstract=1406681
 
 

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Putting Grades in Context


Talia Bar


University of Connecticut - Department of Economics

Vrinda Kadiyali


Cornell University - Samuel Curtis Johnson Graduate School of Management

Asaf Zussman


Hebrew University of Jerusalem - Department of Economics

September 22, 2009

Johnson School Research Paper Series No. 26-09

Abstract:     
Concerns over grade inflation and the profusion of high grades have led institutions of higher education in the United States to adopt various grading reforms. An element common to several prominent reforms is providing information on the distribution of grades in different courses. The main aims of such “grades in context” policies are to make grades more informative to transcript readers and to curb grade inflation. We provide a simple model to demonstrate that such policies can have complex effects on atterns of enrollment and student ability distributions. These effects may in turn lower the informativeness of some transcripts, increase the average grade, and lower welfare

Number of Pages in PDF File: 46

Keywords: grades in context, grade inflation, information, course selection, higher education

JEL Classification: I21

working papers series


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Date posted: May 21, 2009 ; Last revised: October 9, 2009

Suggested Citation

Bar, Talia and Kadiyali, Vrinda and Zussman, Asaf, Putting Grades in Context (September 22, 2009). Johnson School Research Paper Series No. 26-09. Available at SSRN: http://ssrn.com/abstract=1406681 or http://dx.doi.org/10.2139/ssrn.1406681

Contact Information

Talia R. Bar (Contact Author)
University of Connecticut - Department of Economics ( email )
341 Mansfield Road
Storrs, CT 06269
United States
Vrinda Kadiyali
Cornell University - Samuel Curtis Johnson Graduate School of Management ( email )
Ithaca, NY 14853
United States
607-255-1985 (Phone)
607-254-4590 (Fax)
Asaf Zussman
Hebrew University of Jerusalem - Department of Economics ( email )
Israel
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