A new Fordham Institute study finds that students whose teachers are more rigorous graders perform better on end-of-course exams. And these effects persist into subsequent courses.
Study author Seth Gershenson looked at Algebra I teachers in North Carolina from 2006 to 2016. Teachers were divided into four groups, according to their grading standards. These standards were determined by looking at how well students who earned a B in the course performed on standardized end-of-course exams. The groupings were further adjusted on the basis of student performance in previous years and other factors.
Overall, students whose Algebra I teachers had the highest grading standards performed best on the end-of-course exams in not only Algebra I, but also Geometry and Algebra II. This effect appeared regardless of student race/ethnicity, gender, and previous math background. Higher grading standards linked to student performance in both middle and high schools, in both affluent and less-affluent schools, and in urban, suburban, and rural schools. In addition, there was a weak link between teacher grading standards and student intent to go to college or university after graduation.
Which teachers tended to have the highest standards? The study found that standards were highest among female teachers, teachers who attended selective undergraduate colleges, teachers with graduate degrees, and more experienced teachers. Standards also tended to be higher in affluent schools, suburban schools, and middle schools.
The study suggests that school leaders and teacher-preparation programs should work to encourage teachers to hold students to higher standards and ensure that teachers are aware of the consequences of more lenient grading practices.
Source: Gershenson, S. (2020, February). Great expectations: The impact of rigorous grading practices on student achievement. Washington, DC: Thomas B. Fordham Institute.
