Educational equity and teacher discretion effects in high stake exams

Research output: Contribution to JournalArticleAcademicpeer-review

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.

Original languageEnglish
Article number101908
Pages (from-to)1-13
Number of pages13
JournalEconomics of Education Review
Volume73
Early online date12 Jul 2019
DOIs
Publication statusE-pub ahead of print - 12 Jul 2019

Fingerprint

equity
teacher
grading
secondary education
school
student
graduate
Education
Equity
Discretion
Graduation

Keywords

  • Equity
  • Grading
  • Teacher discretion

Cite this

@article{595a46ea78684c0bbaf70cd3a25fd9ec,
title = "Educational equity and teacher discretion effects in high stake exams",
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 = "Equity, Grading, Teacher discretion",
author = "Ilja Cornelisz and Martijn Meeter and {van Klaveren}, Chris",
year = "2019",
month = "7",
day = "12",
doi = "10.1016/j.econedurev.2019.07.002",
language = "English",
volume = "73",
pages = "1--13",
journal = "Economics of Education Review",
issn = "0272-7757",
publisher = "Elsevier Limited",

}

Educational equity and teacher discretion effects in high stake exams. / Cornelisz, Ilja; Meeter, Martijn; van Klaveren, Chris.

In: Economics of Education Review, Vol. 73, 101908, 01.12.2019, p. 1-13.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Educational equity and teacher discretion effects in high stake exams

AU - Cornelisz, Ilja

AU - Meeter, Martijn

AU - van Klaveren, Chris

PY - 2019/7/12

Y1 - 2019/7/12

N2 - 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.

AB - 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.

KW - Equity

KW - Grading

KW - Teacher discretion

UR - http://www.scopus.com/inward/record.url?scp=85070888736&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070888736&partnerID=8YFLogxK

U2 - 10.1016/j.econedurev.2019.07.002

DO - 10.1016/j.econedurev.2019.07.002

M3 - Article

VL - 73

SP - 1

EP - 13

JO - Economics of Education Review

JF - Economics of Education Review

SN - 0272-7757

M1 - 101908

ER -