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ERIC Number: EJ1163602
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0307-5079
Decomposing University Grades: A Longitudinal Study of Students and Their Instructors
Beenstock, Michael; Feldman, Dan
Studies in Higher Education, v43 n1 p114-133 2018
First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for student ability, course characteristics, and instructor fixed effects, departmental grade differentials range over 7 points out of 100. Instructors who teach in more than one department grade more generously in departments that award higher grades, suggesting that differential grading policy is set by departments and does not result from unobserved differences in instructor quality and teaching material. Finally, student fixed effects, which measure ability at university, are correlated to 0.41 with their university entrance scores, which measure ability prior to university. This suggests that university entrance scores are poor predictors of student performance in higher education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A