Conceptualizing Grade Inflation

Adam Tyner () and Seth Gershenson ()
Additional contact information
Adam Tyner: Thomas B. Fordham Institute
Seth Gershenson: American University

No 13291, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: Evidence of grade inflation in U.S. high schools is often misinterpreted due to confusion about how grade inflation is, or should be, defined. This note clarifies the implications of recent research on grade inflation in two ways. First, we situate the evidence by defining three distinct types of grade inflation. Second, we extend past research using data from North Carolina by documenting the different types of grade inflation experienced by high school students in the state over a recent ten-year period. Static grade inflation has been, and remains, higher in schools serving relatively disadvantaged student populations; however, differential growth in grade inflation in schools serving relatively advantaged student populations over the past 10 years has significantly narrowed this SES-based gap in grade inflation.

Keywords: grading standards; achievement gaps; grade inflation (search for similar items in EconPapers)
JEL-codes: I26 Q54 (search for similar items in EconPapers)
Pages: 11 pages
Date: 2020-05
New Economics Papers: this item is included in nep-edu and nep-ure
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Citations: View citations in EconPapers (2)

Published - published in: Economics of Education Review, 2020, 78, 102037

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