Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/272815 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
Working Paper No. WP 2022-55
Verlag: 
Federal Reserve Bank of Chicago, Chicago, IL
Zusammenfassung: 
In Fall 2014, Wellesley College began mandating pass/fail grading for courses taken by first-year, first-semester students, although instructors continued to record letter grades. We identify the causal effect of the policy on course choice and performance, using a regressiondiscontinuity-in-time design. Students shifted to lower-grading STEM courses in the first semester, but did not increase their engagement with STEM in later semesters. Letter grades of first-semester students declined by 0.13 grade points, or 23% of a standard deviation. We evaluate causal channels of the grade effect-including sorting into lower-grading STEM courses and declining instructional quality-and conclude that the effect is consistent with declining student effort.
Schlagwörter: 
Higher Education
Grading Policy
JEL: 
I23
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Dokumentart: 
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