Thought people might be interested in this. I look forward to comments.
>From: firstname.lastname@example.org (Hung-Hsi Wu) >Date: Mon, 27 Feb 1995 12:19:42 -0800 >To: email@example.com >Subject: new study on grade inflation > > >There is a new study by two economists from the University of California >at San Diego on the correlation between the students' performance on >standardized tests and the usual factors used to measure the quality >of schools, such as spending per pupil, class size, etc. Apparently, >no such significant correlation has been found in the literature. Instead, >these authors found that the single most effective incentive for increased >student effort, and hence performance, is a strict grading standard. >"Students who attend schools with more lax grading standards learn less >during the school year than do students at schools with more stringent grading >standards, even after controlling for a wide variety of measures of family >background and school resources." The results are especially significant >in math and science. > >This study has particular relevance to the math reform, and is something >that I think the current curriculum designers and people in NCTM ought >to take note of. > >The authors are Julian R. Betts and Stefan Boedecker, and the paper in >question is entitled "Does grade inflation reduce the incentive to >learn?" The email of the first author is firstname.lastname@example.org. Preprints >of this paper can be obtained by sending me or Betts an email. > >Wu > >
==================================== Judy Roitman, Mathematics Department Univ. of Kansas, Lawrence, KS 66049 email@example.com =====================================