Grade Labels in School and Their Impact on University Access: Evidence From England

• In Event: 46.033 - Connecting to College: College Access and College Readiness Revisited

Abstract

The quantitative research literature in England has established the importance of educational achievement in school in predicting students’ progression to higher education. However, in contrast to existing theorizations of this relationship, exam results may not only demonstrate students’ prior academic achievement but also influence their future achievement. This paper examines the impact of discrete grades in summative examinations, independent of attainment, on students’ progress to post-compulsory education. Employing a regression discontinuity design, it compares students who have received different grades on national examinations in middle school despite performing almost identically. Results indicate a positive effect for those receiving higher grades, and an even greater impact for those with lower socioeconomic status.

Author

• Benjamin Alcott, University of Michigan - Ann Arbor