Conceptualizing grade inflation |
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| Affiliation: | 1. Thomas B. Fordham Institute, United States;2. American University and IZA, United States;1. University of Virginia, Charlottesville, VA 22904, United States;2. United States Military Academy, West Point, NY 10996, United States;3. The College of William & Mary, Williamsburg, VA 23187, United States;1. University of Lille, CNRS, UMR 9221 – Lem – Lille Économie Management, Lille F-59000, France;2. Statistical Department of the French Ministry of Labor (DARES), France;1. Jawaharlal Nehru University, India;2. Department of Economics, Wellesley College, 106 Central Street, Wellesley, MA 02481, United States;3. University of Michigan, United States |
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| 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 reduces the confusion by introducing a typology of grade inflation and discussing the implications of each type. We then provide empirical examples of each type of grade inflation using transcript and test-score data from Algebra I classes in North Carolina over a recent ten-year period. Year-specific (static) grade inflation has been, and remains, higher in schools serving relatively disadvantaged student populations; however, differential changes over the past ten years (what we term dynamic grade inflation) have significantly narrowed the socioeconomic gap in static grade inflation. |
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