Short- and long-run effects of early grades

Does early grading affect educational choices? To answer the question, I exploit the staggeredimplementation of a reform which postponed grade assignment in Swedish compulsoryschool. I identify short- and long-term effects of early grading, for students with differentacademic ability and socioeconom...

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Main Author: FACCHINELLO, Luca
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Language:English
Published: Institutional Knowledge at Singapore Management University 2019
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Online Access:https://ink.library.smu.edu.sg/soe_research_all/6
https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1005&context=soe_research_all
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spelling sg-smu-ink.soe_research_all-10052019-12-19T02:35:30Z Short- and long-run effects of early grades FACCHINELLO, Luca Does early grading affect educational choices? To answer the question, I exploit the staggeredimplementation of a reform which postponed grade assignment in Swedish compulsoryschool. I identify short- and long-term effects of early grading, for students with differentacademic ability and socioeconomic status (SES). When graded early on, high-ability students(especially if high-SES) perform better, and are more likely to choose academic coursesduring compulsory school. Low-ability students react in the opposite way, in particular iflow-SES. While high school attainment increases for high-ability low-SES students, collegeattainment decreases for low-ability low-SES students. None of these effects carry over tothe labor market. This suggests that early grades improve the match between early educationchoices and academic ability, reduce over-investment in education, but exacerbateeducational inequality. I find no evidence of demotivating effects for low-ability students,a plausible mechanism through which grades could affect education choices, and the mainmotivation behind the grading reform. Theoretically, I show that short-term effects are inline with the predictions of a model where students learn about their ability from SES andgrades. 2019-12-01T08:00:00Z text application/pdf https://ink.library.smu.edu.sg/soe_research_all/6 https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1005&context=soe_research_all http://creativecommons.org/licenses/by-nc-nd/4.0/ Research Collection School of Economics eng Institutional Knowledge at Singapore Management University Grades Ability Uncertainty Learning Sequential Choice School Choice Social Background Educational Attainment Dropout Difference in Differences Educational Assessment, Evaluation, and Research Education Economics
institution Singapore Management University
building SMU Libraries
continent Asia
country Singapore
Singapore
content_provider SMU Libraries
collection InK@SMU
language English
topic Grades
Ability
Uncertainty
Learning
Sequential Choice
School Choice
Social Background
Educational Attainment
Dropout
Difference in Differences
Educational Assessment, Evaluation, and Research
Education Economics
spellingShingle Grades
Ability
Uncertainty
Learning
Sequential Choice
School Choice
Social Background
Educational Attainment
Dropout
Difference in Differences
Educational Assessment, Evaluation, and Research
Education Economics
FACCHINELLO, Luca
Short- and long-run effects of early grades
description Does early grading affect educational choices? To answer the question, I exploit the staggeredimplementation of a reform which postponed grade assignment in Swedish compulsoryschool. I identify short- and long-term effects of early grading, for students with differentacademic ability and socioeconomic status (SES). When graded early on, high-ability students(especially if high-SES) perform better, and are more likely to choose academic coursesduring compulsory school. Low-ability students react in the opposite way, in particular iflow-SES. While high school attainment increases for high-ability low-SES students, collegeattainment decreases for low-ability low-SES students. None of these effects carry over tothe labor market. This suggests that early grades improve the match between early educationchoices and academic ability, reduce over-investment in education, but exacerbateeducational inequality. I find no evidence of demotivating effects for low-ability students,a plausible mechanism through which grades could affect education choices, and the mainmotivation behind the grading reform. Theoretically, I show that short-term effects are inline with the predictions of a model where students learn about their ability from SES andgrades.
format text
author FACCHINELLO, Luca
author_facet FACCHINELLO, Luca
author_sort FACCHINELLO, Luca
title Short- and long-run effects of early grades
title_short Short- and long-run effects of early grades
title_full Short- and long-run effects of early grades
title_fullStr Short- and long-run effects of early grades
title_full_unstemmed Short- and long-run effects of early grades
title_sort short- and long-run effects of early grades
publisher Institutional Knowledge at Singapore Management University
publishDate 2019
url https://ink.library.smu.edu.sg/soe_research_all/6
https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1005&context=soe_research_all
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