This brief was developed using Microsoft Copilot and edited by Charlotte Sutcliffe, Duke undergraduate research assistant; for full text and references see
Gershenson, S. (2022). Making the grade: The effect of teacher grading standards on student outcomes. Retrieved from https://doi.org/10.26300/3vyr-jy06
Background:
This study investigates how teacher grading standards influence student academic performance and engagement, using a decade of administrative data from North Carolina public schools. Focusing on 8th and 9th grade Algebra I classrooms from 2006 to 2016, the authors analyze over 365,000 students and 4,400 teachers to assess whether stricter grading correlates with improved student outcomes.
The researchers define grading standards by comparing teacher-assigned course grades to standardized end-of-course (EOC) test scores. Teachers with high grading standards are those whose students achieve higher test scores for the same course grade, indicating more rigorous expectations. Two primary methods are used to measure grading standards: the average EOC score among students receiving a “B” and a regression-based value-added model that adjusts for classroom size and student characteristics.
Findings:
Key findings reveal that students exposed to teachers with higher grading standards perform significantly better on Algebra I EOC exams. These gains persist into subsequent math courses - Geometry and Algebra II - suggesting that the benefits are not short-lived. Additionally, students taught by teachers with high-standards exhibit modest reductions in absenteeism, particularly unexcused absences, indicating increased engagement. Importantly, these effects are consistent across student demographics, ability levels, and school contexts, with no evidence that any subgroup is harmed by exposure to higher standards.
The study also finds that teachers with high grading standards tend to apply them consistently across different math courses, reinforcing the notion that grading rigor reflects broader instructional quality. While the strongest gains are observed when moving from the lowest to middle quartiles of grading standards, diminishing returns are noted at the highest quartile.
Takeaways:
The findings suggest that raising grading standards can be a low-cost, equitable strategy to enhance student achievement without the adverse effects associated with high-stakes testing or rigid graduation requirements. Given the prevalence of grade inflation—especially in schools serving disadvantaged communities - this research highlights the potential of grading policy reforms to reduce educational disparities and improve long-term student outcomes.