Grading student behavior
- 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.
| Author of HS Reutlingen | Zierow, Larissa |
|---|---|
| DOI: | https://doi.org/10.1016/j.labeco.2024.102570 |
| ISSN: | 0927-5371 |
| Erschienen in: | Labour economics |
| Publisher: | Elsevier |
| Place of publication: | Amsterdam |
| Document Type: | Journal article |
| Language: | English |
| Publication year: | 2024 |
| Tag: | report cards; school reforms; school-to-work transition; tudent achievement |
| Volume: | 90 |
| Page Number: | 15 |
| First Page: | 1 |
| Last Page: | 15 |
| Article Number: | 102570 |
| PPN: | Im Katalog der Hochschule Reutlingen ansehen |
| DDC classes: | 370 Erziehung, Schul- und Bildungswesen |
| Open access?: | Nein |
| Licence (German): |  In Copyright - Urheberrechtlich geschützt |
