Grading Standards in Education Departments at Universities

Students who take classes in education departments at universities receive significantly higher grades than students who take classes in other academic departments. The higher grades awarded by education departments cannot be explained by differences in student quality or by structural differences a...

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Bibliographic Details
Main Author: Cory Koedel
Format: Article
Language:English
Published: Arizona State University 2011-08-01
Series:Education Policy Analysis Archives
Subjects:
Online Access:https://epaa.asu.edu/ojs/article/view/905
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author Cory Koedel
author_facet Cory Koedel
author_sort Cory Koedel
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description Students who take classes in education departments at universities receive significantly higher grades than students who take classes in other academic departments. The higher grades awarded by education departments cannot be explained by differences in student quality or by structural differences across departments (i.e., differences in class sizes). The remaining explanation is that the higher grades are the result of lower grading standards. This paper formally documents the grading-standards problem in education departments using administrative grade data from the 2007-2008 academic year. Because a large fraction of the teachers in K-12 schools receive training in education departments, I briefly discuss several possible consequences of the low grading standards for teacher quality in K-12 schools.
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spelling doaj.art-e107e07848354c4691acab3d07136dab2022-12-21T23:46:00ZengArizona State UniversityEducation Policy Analysis Archives1068-23412011-08-0119010.14507/epaa.v19n23.20111029Grading Standards in Education Departments at UniversitiesCory Koedel0University of MissouriStudents who take classes in education departments at universities receive significantly higher grades than students who take classes in other academic departments. The higher grades awarded by education departments cannot be explained by differences in student quality or by structural differences across departments (i.e., differences in class sizes). The remaining explanation is that the higher grades are the result of lower grading standards. This paper formally documents the grading-standards problem in education departments using administrative grade data from the 2007-2008 academic year. Because a large fraction of the teachers in K-12 schools receive training in education departments, I briefly discuss several possible consequences of the low grading standards for teacher quality in K-12 schools.https://epaa.asu.edu/ojs/article/view/905grade inflation, teacher training, teacher university training, education department grades, education school grades.
spellingShingle Cory Koedel
Grading Standards in Education Departments at Universities
Education Policy Analysis Archives
grade inflation, teacher training, teacher university training, education department grades, education school grades.
title Grading Standards in Education Departments at Universities
title_full Grading Standards in Education Departments at Universities
title_fullStr Grading Standards in Education Departments at Universities
title_full_unstemmed Grading Standards in Education Departments at Universities
title_short Grading Standards in Education Departments at Universities
title_sort grading standards in education departments at universities
topic grade inflation, teacher training, teacher university training, education department grades, education school grades.
url https://epaa.asu.edu/ojs/article/view/905
work_keys_str_mv AT corykoedel gradingstandardsineducationdepartmentsatuniversities