Stuck in the Same Old Grades
Unchanging Disparities in Economically Disadvantaged Students’ Course Failures
Bibliographic Data
| ID | 21313864 |
|---|---|
| Authors | Sarah Ruth Morris (0000-0002-2949-4337, Department of Education Reform, University of Arkansas, Fayetteville, Arkansas, USA, corresponding author), Sarah Clark McKenzie (Office for Education Policy, University of Arkansas, Fayetteville, Arkansas, USA) |
| Year | 2025 |
| Volume | 89 |
| Issue | 1 |
| Pages | 58-74 |
| Publication date | 2025-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Educational Forum (JOURNAL) |
| Journal identifiers | ISSN: 0013-1725 • E-ISSN: 1938-8098 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131725.2024.2312299 |
| OpenAlex | W4392156824 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
Freshman grades relate to academic outcomes, yet limited research explores which students face the highest risk of course failure. With logit analysis using a five-year Arkansas dataset (n = 164,688), we find that economically disadvantaged ninth-grade students are more likely to fail a course than their more privileged peers. This disparity persists over time despite claims of a shift toward SBG. The study highlights the pressing need for grading equity
Academic skills · At-risk students · Attrition · Disadvantaged · Economic growth · Economics · Equity (law) · Grading (engineering) · Mathematics education · Medical education · Ninth · Political science · Engineering · Higher Education Research Studies · Innovations in Educational Methods · Medicine · Psychology · School Choice and Performance
Causal Inference
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes
A Century of Grading Research
Social support as a buffer in the relationship between socioeconomic status and academic performance.
On shaky grounds
Can grades be an effective form of feedback
Friendship stability and change in childhood and adolescence
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
High School GPAs and ACT Scores as Predictors of College Completion
You Need to Be More Responsible”
Connecting Entrance and Departure
Development during adolescence
Grading and Reporting in a Standards-Based Environment
Is standards-based grading effective
Teachers' Expectations and Sense of Responsibility for Student Learning
What Types of Students' Effort Are Rewarded with High Marks
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |