Educational equity and teacher discretion effects in high stake exams

Ilja Cornelisz, Martijn Meeter and Chris Klaveren

Economics of Education Review, 2019, vol. 73, issue C

Abstract: This study examines teacher discretion effects in Dutch secondary education for the period 2007–2012. Stark discontinuities are observed in the exam grade distribution for high-stakes retaking students and are located at important graduation thresholds. This phenomenon is systematically related to the level of discretion when grading the exam, with results suggesting that approximately 11% of all graduating retakers did so because of teacher discretion. This yields unequal graduation opportunities that are the result of school- and subject choice patterns, since teacher discretion is structurally and selectively exerted at the school-level with the objective to let students on the margin graduate.

Keywords: Teacher discretion; Grading; Equity (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:73:y:2019:i:c:s0272775718306976

DOI: 10.1016/j.econedurev.2019.07.002

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