Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/245456 
Erscheinungsjahr: 
2021
Schriftenreihe/Nr.: 
CESifo Working Paper No. 9275
Verlag: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Zusammenfassung: 
Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students' school-to-work transitions as well as academic achievement and non-cognitive abilities. Analyzing census data, household surveys, and nationwide student assessments, we show that comportment grading does not meaningfully affect these outcomes and rule out large effect sizes. Exploring reasons for this finding, supplementary analyses suggest that comportment grades do not convey much information beyond students' grade point average.
Schlagwörter: 
school reforms
report cards
school-to-work transition
student achievement
JEL: 
D91
I21
I28
J24
Dokumentart: 
Working Paper
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