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  1. Academic achievement and tracking
    a theory based on grading standards
    Author: Ehlers, Tim; Schwager, Robert
    Published: [2019]
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We... more

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 63
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    We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are neither synergy effects nor interdependent preferences among classmates. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have higher eagerness to learn, merging classes will increase average performance.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/207257
    Series: Array ; no. 7866 (September 2019)
    Scope: 1 Online-Ressource (circa 28 Seiten), Illustrationen
  2. Honest grading, grade inflation and reputation
    Author: Ehlers, Tim; Schwager, Robert
    Published: 2012
    Publisher:  CeGE, Göttingen

    When grades lose their informative value because the percentage of students receiving the best grade rises without any corresponding increase in ability, this is called grade inflation. Conventional wisdom says that such grade inflation is... more

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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 42 (143)
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    When grades lose their informative value because the percentage of students receiving the best grade rises without any corresponding increase in ability, this is called grade inflation. Conventional wisdom says that such grade inflation is unavoidable since it is essentially costless to award good grades. In this paper, we point out an effect driving into the opposite direction: Grade inflation is not actually costless, since it has an impact on future cohorts of graduates, or, put differently, by grading honestly, a school can build up reputation. Introducing a concern for reputation into an established signaling model of grading, we show that this mechanism reduces or even avoids grade inflation. -- grading ; signaling ; reputation ; education

     
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    Source: Union catalogues
    Language: German
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/70232
    Series: Discussion papers / Center for European Governance and Economic Development Research ; 143
    Subjects: Bildungsabschluss; Signalling; Bildungswesen; Reputation; Theorie
    Scope: Online-Ressource (PDF-Datei: 17 S., 345 KB), graph. Darst.
  3. Academic achievement and tracking
    a theory based on grading standards
    Author: Ehlers, Tim; Schwager, Robert
    Published: August 2016
    Publisher:  Center for European, Governance and Economic Development Research, cege, Georg-August-Universität Göttingen, Göttingen

    We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We... more

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 42 (289)
    Inter-library loan:
    No inter-library loan

     

    We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to extend knowledge. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are no synergy effects from teaching different students together. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have higher eagerness to learn, merging classes will increase average performance.

     
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    Content information
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/145116
    Series: Discussion papers / Center for European, Governance and Economic Development Research ; number 289
    Scope: 1 Online-Ressource (circa 19 Seiten), Illustrationen
  4. Modeling approaches in educational research
    Author: Ehlers, Tim
    Published: 2017

    Die vorliegende Dissertation beschäftigt sich modelltheoretisch mit drei Themenbereichen aus dem Feld der Bildungsforschung. Das erste Kapitel behandelt die Existenz von Studiengebühren. Bei der persönlichen Entscheidung für oder gegen ein Studium... more

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    Fachhochschule Erfurt, Hochschulbibliothek
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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
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    Technische Universität Hamburg, Universitätsbibliothek
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    Bibliothek der Hochschule Hannover
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    Bibliothek im Kurt-Schwitters-Forum
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    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Zentrale Hochschulbibliothek Lübeck
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    Leuphana Universität Lüneburg, Medien- und Informationszentrum, Universitätsbibliothek
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    Hochschule Magdeburg-Stendal, Hochschulbibliothek
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    Hochschule Osnabrück, Bibliothek Campus Westerberg
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    Hochschule Magdeburg-Stendal, Standort Stendal, Bibliothek
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    UB Weimar
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    Die vorliegende Dissertation beschäftigt sich modelltheoretisch mit drei Themenbereichen aus dem Feld der Bildungsforschung. Das erste Kapitel behandelt die Existenz von Studiengebühren. Bei der persönlichen Entscheidung für oder gegen ein Studium sind Studiengebühren ein Nachteil, vor allem, wenn dafür kein Angebot in Form von besseren Studienbedingungen existiert. Andererseits ist das Studium nicht nur eine finanzielle Entscheidung, sondern kann auch Nutzen in anderer Form wie Status oder Prestige bedeuten. Wenn der Status negativ von der Anzahl der Absolventen abhängt, könnte es von Vort... This dissertation focuses on three different questions in the field of education, using the method of theoretical modeling. The subject discussed first refers to the existence of tuition fees. If the personal question of going to a university or not to enroll is a rational decision based on financial advantage, tuition fees are hard to convey when they do not provide a surplus in the form of better study conditions. In contrast, tuition fees may become attractive if a university degree in addition yields a non-monetary value in terms of status or reputation. The basic assumption is that pre...

     
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    Volltext (kostenfrei)
    Volltext (kostenfrei)
    Source: Union catalogues
    Contributor: Schwager, Robert (AkademischeR BetreuerIn); Rübel, Gerhard (AkademischeR BetreuerIn)
    Language: English
    Media type: Dissertation
    Format: Online
    Other identifier:
    hdl: 11858/00-1735-0000-002B-7D2E-8
    Subjects: Educational finance; Human capital; Skills; Occupational choice; Labor productivity; Government Expenditures and Education; grading; signalling; reputation; signaling; education; ability tracking; comprehensive school; equality of opportunity; peer group effects
    Scope: 1 Online-Ressource (circa 57 Seiten), Illustrationen, Diagramme
    Notes:

    Enthält mehrere Beiträge

    Dissertation, Georg-August-Universität Göttingen, 2017
  5. University graduation dependent on family's wealth, ability and social status
    Author: Ehlers, Tim
    Published: 2011
    Publisher:  CeGE, Göttingen

    This paper presents a model showing an incentive for a group of people to vote for higher tuition fees, even if these fees have no quality effect. The incentive is based on a non-monetary influence on utility, namely the social status or prestige of... more

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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Location:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
    Inter-library loan:
    No inter-library loan

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 42 (120)
    Inter-library loan:
    No inter-library loan

     

    This paper presents a model showing an incentive for a group of people to vote for higher tuition fees, even if these fees have no quality effect. The incentive is based on a non-monetary influence on utility, namely the social status or prestige of graduating. The basic assumption is that the higher the prestige is, the lower the number of people studying. In a static equilibrium, it is shown that a group of wealthier and more able people can exist that attempts to prevent others from studying.

     
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    Content information
    Volltext (kostenfrei)
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/70217
    Series: Discussion papers / Center for European Governance and Economic Development Research ; 120
    Subjects: Studienfinanzierung; Studierende; Soziale Schicht; Bildungsökonomik; Theorie
    Scope: Online-Ressource (PDF-Datei: 23 S., 274 KB), graph. Darst.