Differential Grading Standards and Student Incentives

Bibliographic Data

ID11968698
AuthorsB Curtis Eaton (University of Calgary, Alberta, corresponding author), Mukesh Eswaran (0000-0001-6262-2882, University of Calgary, Alberta)
Year2008
Volume34
Issue2
Pages215-236
Publication date2008-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCanadian Public Policy (JOURNAL)
Journal identifiersISSN: 0317-0861 • E-ISSN: 1911-9917
PublisherUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.3138/cpp.34.2.215
OpenAlexW2113417838
LanguageEN
Citations received4
References cited12

We present data on grades from three Canadian universities. These data suggest that grading standards differ significantly across disciplines within universities. To the extent that grading standards are not uniform across disciplines, the grade point averages (GPAs) of students with different course mixes cannot be meaningfully compared, and therefore their GPAs cannot legitimately be used to assess their relative achievement. Yet GPAs are used in precisely this way—to award scholarships, honours and degrees, and to ration access to courses, academic programs, and jobs. Hence, we think differential standards raise a fundamental issue of integrity for universities. We develop a simple human capital model to assess some of the distortions arising from differential standards and suggest some non-intrusive ways to rectify the problem

Academic achievement · Academic standards · Differential (mechanical device · Economic growth · Economics · Grading (engineering · Higher education · Human capital · Incentive · Mathematics education · Microeconomics · Political science · Computer Science · Engineering · Intergenerational and Educational Inequality Studies · Labor market dynamics and wage inequality · Law · Psychology · School Choice and Performance

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