Grading Student Behavior

Florian Schoner, Lukas Mergele and Larissa Zierow ()

No 9275, CESifo Working Paper Series from CESifo

Abstract: Numerous countries mandate comportment grades rating students’ social and work behavior in the classroom from teachers, yet their impact on student outcomes remains unclear. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students’ school-to-work transitions, non-cognitive skills, and reading skills. Analyzing two different household surveys and student assessment data, point estimates of causal effects are close to zero for all outcomes. However, while confidence intervals for school-to-work transitions and non-cognitive skills allow us to reject meaningful effect sizes, those for reading skills are wider and need to be interpreted more cautiously. We use additional data sources to investigate potential explanations.

Keywords: school reforms; report cards; school-to-work transition; student achievement (search for similar items in EconPapers)
JEL-codes: D91 I21 I28 J24 (search for similar items in EconPapers)
Date: 2021
New Economics Papers: this item is included in nep-edu, nep-isf, nep-lma and nep-ure
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Related works:
Journal Article: Grading student behavior (2024)
Working Paper: Grading Student Behavior (2022)
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Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_9275

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