ACT Research Report Series 2004-2: Differential Grading Standards Among High Schools

Woodruff, David J.; Ziomek, Robert L.

doi:10.1037/e421132008-001

Cited by 12 publications

(11 citation statements)

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“…People sometimes make the argument that grades are “inflated” or “subjective” based on evidence that HSGPAs have increased over time without concurrent changes in test scores (Camara et al, 2004; Gershenson, 2018; Godfrey, 2011; Hurwitz & Lee, 2018) or that students with the same test scores have different HSGPAs at different schools (U.S. Department of Education, 1994; Woodruff & Ziomek, 2004). Pattison et al (2013) described some of the conceptual flaws in the argument that grades should align tightly with standardized test scores and suggested focusing instead on the predictive validity of each for later outcomes.…”

Section: Prior Literature On the Reliability Of Course Grades Across mentioning

confidence: 99%

“…Evidence about the validity of standardized test scores as measures of college readiness has its own weaknesses, making it questionable to use standardized tests as a metric for judging the reliability of grades. SAT and ACT validitation studies tend to be based on improvement in the prediction of college freshman GPAs when test scores are used together with student-reported HSGPAs relative to models that use student-reported HSGPAs alone (e.g., Kobrin et al, 2008; Noble & Sawyer, 2002; Woodruff & Ziomek, 2004). Researchers argued that because test scores improve the prediction of college freshman GPAs over and above student-reported HSGPAs, they are valid indicators to adjust for inconsistencies in HSGPAs.…”

Section: Prior Literature On the Reliability Of Course Grades Across mentioning

confidence: 99%

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High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

Allensworth

Clark

2020

Educational Researcher

114

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High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school.

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Section: Prior Literature On the Reliability Of Course Grades Across mentioning

confidence: 99%

Section: Prior Literature On the Reliability Of Course Grades Across mentioning

confidence: 99%

High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

Allensworth

Clark

2020

Educational Researcher

114

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“…Research employing the ‘increases in grade point average’ definition of grade inflation documents widespread grade inflation at high schools in the United States (ACT, 2005; Camara, Kimmel, Scheuneman, & Sawtell, 2003; Carr, 2004; Godfrey, 2011; Pope, 2006; Woodruff & Ziomek, 2004; Ziomek & Svec, 1995). For example, Godfrey (2011) uses public high school student records from one state, along with corresponding exam score records from the College Board, to examine shifts in grade point averages compared to shifts in students’ scores on the math and verbal sections of the SAT.…”

Section: Introductionmentioning

confidence: 99%

Is the Sky Falling? Grade Inflation and the Signaling Power of Grades

Pattison

Grodsky

Muller

2013

Educational Researcher

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Grades are the fundamental currency of our educational system; they signal academic achievement and non-cognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades, undermining their capacity to achieve the functions for which they are intended. We challenge the ‘increases in grade point average’ definition of grade inflation and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, we find that in the decades following 1972: (a) grades have risen at high schools and dropped at four-year colleges, in general, and selective four-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all.

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“…The values of the correlations are fairly typical for HS overall GPA and ACT Composite score (Woodruff, 2003a). The values of the correlation are high when one considers the wide variability in grading standards from high school to high school (Woodruff, 2003b). It appears that the grade inflation that is occurring is not decreasing the correlation between HS overall GPA and ACT Composite score.…”

Section: Demographicsmentioning

confidence: 76%

ACT Research Report Series 2004-4: High School Grade Inflation from 1991 to 2003

Woodruff¹,

Ziomek²

2004

PsycEXTRA Dataset

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This report presents the results of a study investigating inflation in high school grade point average (HSGPA). Inflation was measured by comparing HSGPA to ACT Assessment (ACT) scores over the years 1991 to 2003. The results indicate the presence of grade inflation over the 13 years. That is, HSGPAs increased without a concomitant increase in achievement, as measured by the ACT. Both the marginal analyses and the conditional analyses reveal the presence of grade inflation. Depending on the subject area, the average amount of grade inflation over the 13 years varied between 0.20 and 0.26 on a HSGPA scale of 0 (F) to 4 (A). iii This report presents the results of a study that compared mean high school grade point averages (HSGPA) and ACT Assessment (ACT) scores from 1991 to 2003 for the purpose of assessing grade inflation. The HSGPAs were derived from grades in 23 courses tracked over the 13 years. Increases over time in the means of three different HSGPAs were compared to increases over time in the means of three corresponding ACT scores. HSGPA means conditional on specific ACT scores also were tracked over the 13 years. The results indicated the presence grade inflation. The ACT is an achievement test battery used by colleges for admission and course placement, and is usually taken in the eleventh or twelfth grade of high school. It is composed of four tests: English, Mathematics, Reading, and Science. A fifth score, the Composite score, is the average of the four test scores. This study used the ACT Composite score, the ACT English score, and the ACT Mathematics score. HS Overall GPA, HS English GPA, and HS mathematics GPA were computed for all students. These HSGPAs were derived from grades in 23 courses that were tracked over the 13 years. All grades were self-reported by the students. This study distinguishes between grade inflation and differential grading standards. Grade inflation is an increase in grades over time for the same level of student achievement. Differential grading standards result from different schools assigning different grades in the same time period for the same level of student achievement. This study focuses on grade inflation. Grade inflation is present when grades increase over time without a concomitant increase in achievement. The term "grade increase" is used when an increase in grades over time is observed but the status of achievement over time has not been determined.

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ACT Research Report Series 2004-2: Differential Grading Standards Among High Schools

Cited by 12 publications

References 0 publications

High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

Is the Sky Falling? Grade Inflation and the Signaling Power of Grades

ACT Research Report Series 2004-4: High School Grade Inflation from 1991 to 2003

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