Graded Children – Evidence of Longrun Consequences of School Grades from a Nationwide Reform

Anna Sjögren

No 839, Working Paper Series from Research Institute of Industrial Economics

Abstract: Swedish elementary school children stopped receiving written end of year report cards following a grading reform in 1982. Gradual implementation of the reform creates an opportunity to investigate the effects of being graded on adult educational attainments and earnings for children in the cohorts born 1954–1974, using a difference-in-differences strategy. Accounting for municipal time trends and tracing out reform dynamics, there is some evidence that being graded increases girls’ years of schooling, but has no significant average effect on boys. Analysis of effects by family background suggests that receiving grades increases the probability of high school graduation for boys and girls with compulsory school educated parents. Sons of university graduates, however, earn less and are less likely to get a university degree if they were graded in elementary school.

Keywords: School policy; Grades; Educational attainment; Adult earnings; Family background; Difference-in-differences (search for similar items in EconPapers)
JEL-codes: I21 I28 J13 J24 (search for similar items in EconPapers)
Pages: 52 pages
Date: 2010-06-08
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Working Paper: Graded children – evidence of longrun consequences of school grades from a nationwide reform (2010)
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Persistent link: https://EconPapers.repec.org/RePEc:hhs:iuiwop:0839

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