An Unintended Impact of One Grading Practice
Bibliographic Data
| ID | 10857003 |
|---|---|
| Authors | Leslie Wood (Indiana University, corresponding author), Leslie A Wood (Indiana University) |
| Year | 1994 |
| Volume | 29 |
| Issue | 2 |
| Pages | 188-201 |
| Publication date | 1994-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085994029002005 |
| OpenAlex | W2000618664 |
| Language | EN |
| Citations received | 3 |
| References cited | 1 |
Research shows that the distribution of grades among students remains constant in all grade levels even though a large percentage of students drop out each year The result is a depression of grades so that a typical sophomore may have more than a full letter drop in grade average. Studies also indicate that students with the lowest grades display the highest degree of dissatisfaction. As one group of students with low grades/high dissatisfaction drops out, it is replaced by a succession of newly created low grade/high dissatisfaction groups from stuents who were formerly more successful In this article the author explores the possibility that academic success may be dependent on factors often overlooked in reform efforts
Academic achievement · Demographic economics · Drop out · Economics · Grading (engineering) · Mathematics education · Political science · Unintended consequences · Engineering · Evaluation of Teaching Practices · Higher Education Governance and Development · Higher Education Research Studies · Psychology
| Citations per year | 0.12 |
|---|---|
| Citation span | 2000 - 2013 (14) |
| Highly cited | No |