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dc.contributor.authorHimmler, Oliveren
dc.contributor.authorSchwager, Roberten
dc.date.accessioned2009-02-16T14:57:33Z-
dc.date.available2009-02-16T14:57:33Z-
dc.date.issued2007-
dc.identifier.urihttp://hdl.handle.net/10419/24568-
dc.description.abstractA simple model of decentralised graduation standards is presented. It is shownthat a school whose students are disadvantaged on the labour market applies less demanding standards because such students have less incentives to graduate. The model's predictions are tested using Dutch school-level data. Since students in the Netherlands have to participate both in a central and in a school specific examination, we can identify the grading policy of individual schools. We find that schools which harbour greater shares of disadvantaged students tend to set lower standards. This effect is largest in the branch of secondary schooling preparing for university.en
dc.language.isoengen
dc.publisher|aZentrum für Europäische Wirtschaftsforschung (ZEW) |cMannheimen
dc.relation.ispartofseries|aZEW Discussion Papers |x07-016en
dc.subject.jelI21en
dc.subject.jelJ15en
dc.subject.ddc330en
dc.subject.keywordeducationen
dc.subject.keywordgradingen
dc.subject.keywordsocial statusen
dc.subject.keywordschoolsen
dc.subject.keywordNetherlandsen
dc.titleDouble Standards in Educational Standards: Are Disadvantaged Students Being Graded More Leniently?-
dc.typeWorking Paperen
dc.identifier.ppn527585025en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen
dc.identifier.repecRePEc:zbw:zewdip:5504en

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