Measuring the Impact of Schools on Students' Grades. Research Brief
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| Title: | Measuring the Impact of Schools on Students' Grades. Research Brief |
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| Language: | English |
| Authors: | Jing Liu, Seth Gershenson, Max Anthenelli, Maryland Longitudinal Data System Center (MLDSC) |
| Source: | Maryland Longitudinal Data System Center. 2025. |
| Availability: | Maryland Longitudinal Data System Center. 550 West Baltimore Street, Baltimore, MD 21201. Tel: 410-706-2085; e-mail: mlds.center@maryland.gov; Web site: https://mldscenter.maryland.gov/ |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Thomas B. Fordham Institute |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Grade 6 Intermediate Grades Grade 9 |
| Descriptors: | Outcomes of Education, Grades (Scholastic), Elementary School Students, Middle School Students, Grade 6, Grade 9, Grade Point Average, Grading, Academic Standards, Elementary Schools, Middle Schools, Value Added Models, Scores |
| Geographic Terms: | Maryland, North Carolina |
| Abstract: | The authors develop a novel measure that captures the impact that schools have on students' grades in subsequent schools -- that is, their grades at the next institution in which they enroll. Specifically, they use longitudinal administrative data from two states, Maryland and North Carolina, to estimate elementary and middle schools' effects on students' 6th and 9th grade grade point averages (GPAs). To accomplish this, the authors compare the GPAs of otherwise similar students who graduated from different elementary (or middle) schools but went to the same middle (or high) school, thus circumventing the concern that different schools have different grading standards. They then evaluate the statistical properties of their measure, including its variability, stability, and how it compares to test-based value-added measures. Lastly, the authors examine whether students who attended a high GPA value-added school also have stronger long-run outcomes, including high school graduation and college attendance. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED680362 |
| Database: | ERIC |
| Abstract: | The authors develop a novel measure that captures the impact that schools have on students' grades in subsequent schools -- that is, their grades at the next institution in which they enroll. Specifically, they use longitudinal administrative data from two states, Maryland and North Carolina, to estimate elementary and middle schools' effects on students' 6th and 9th grade grade point averages (GPAs). To accomplish this, the authors compare the GPAs of otherwise similar students who graduated from different elementary (or middle) schools but went to the same middle (or high) school, thus circumventing the concern that different schools have different grading standards. They then evaluate the statistical properties of their measure, including its variability, stability, and how it compares to test-based value-added measures. Lastly, the authors examine whether students who attended a high GPA value-added school also have stronger long-run outcomes, including high school graduation and college attendance. |
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