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Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses

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Title: Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses
Language: English
Authors: Kristin Butcher, Patrick J. McEwan, Akila Weerapana
Source: Education Finance and Policy. 2024 19(3):385-408.
Availability: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Peer Reviewed: Y
Page Count: 34
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Pass Fail Grading, College Freshmen, Courses, Grades (Scholastic), Academic Records, Course Selection (Students), Influences, Academic Achievement, STEM Education, Learner Engagement, Achievement Gains, Teacher Effectiveness, Incentives
Geographic Terms: Massachusetts
DOI: 10.1162/edfp_a_00401
ISSN: 1557-3060
1557-3079
Abstract: 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 regression discontinuity-in-time design. Students shifted to lower-grading science, technology, engineering, and mathematics (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 percent 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434301
Database: ERIC
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  Data: Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses
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  Data: <searchLink fieldCode="AR" term="%22Kristin+Butcher%22">Kristin Butcher</searchLink><br /><searchLink fieldCode="AR" term="%22Patrick+J%2E+McEwan%22">Patrick J. McEwan</searchLink><br /><searchLink fieldCode="AR" term="%22Akila+Weerapana%22">Akila Weerapana</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Finance+and+Policy%22"><i>Education Finance and Policy</i></searchLink>. 2024 19(3):385-408.
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  Data: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
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  Data: 34
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
– Name: DOI
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  Data: 10.1162/edfp_a_00401
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  Data: 1557-3060<br />1557-3079
– Name: Abstract
  Label: Abstract
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  Data: 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 regression discontinuity-in-time design. Students shifted to lower-grading science, technology, engineering, and mathematics (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 percent 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.
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      – Type: doi
        Value: 10.1162/edfp_a_00401
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
        StartPage: 385
    Subjects:
      – SubjectFull: Pass Fail Grading
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Courses
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Academic Records
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      – SubjectFull: Course Selection (Students)
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      – SubjectFull: Influences
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Incentives
        Type: general
      – SubjectFull: Massachusetts
        Type: general
    Titles:
      – TitleFull: Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses
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            NameFull: Patrick J. McEwan
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            NameFull: Akila Weerapana
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              Y: 2024
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            – TitleFull: Education Finance and Policy
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