Public expenditures, educational outcomes and grade inflation. Theory and evidence from a policy intervention in the Netherlands.

Autor/inn/en	De Witte, Kristof; Geys, Benny; Solondz, Catharina
Titel	Public expenditures, educational outcomes and grade inflation. Theory and evidence from a policy intervention in the Netherlands.
Quelle	Berlin: WZB (2012), 31 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper. SP II 2012-111
Beigaben	grafische Darstellungen; Literatur- und URL-Angaben S. 20-22
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Bildung; Bildungserfolg; Öffentliche Erziehung; Bildungsökonomie; Schulnote; Zentrale Prüfung; Ausgaben; Niederlande
Abstract	Previous work on the relation between school inputs and students' educational attainment typically fails to account for the fact that schools can adjust their grading structure, even though such actions are likely to affect students' incentives. [The authors'] theoretical model shows that, depending on schools' and students' reactions to resource changes, the overall effect of spending on education outcomes is ambiguous. Schools, however, adjust their grading structure following resource shifts, such that grade inflation is likely to accompany resource-driven policies. Exploiting a quasi-experimental policy intervention in the Netherlands (where the grading system relies on both standardized central and school-level exams), [the author] find that additional resources benefit educational attainment only when they are substantial, but induce grade inflation otherwise. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3