Geographical variations in the relation between final course grades and results on the national tests in social sciences, 2015-2017

Abstract

Grade inflation, involving comparisons between public and independent schools, is presently under discussion in Sweden. This paper reports on discrepancies between national test results and the final course grade in social sciences, in year 9. Open data at school level were used in OLS regression analyses to scrutinise systematic differences between independent and public schools and between different geographical units. The geographical analysis was used to highlight systematic geographical inconsistencies between national test results and the final course grade. The main findings of the present study are: 1) The differences in grading between private and public actors are small when considering important background factors like the average educational level of parents, the school's grade point average (GPA), and which national test in social sciences was carried out at the school. 2) Schools in metropolitan areas are more inclined to give pupils a higher final course grade than their national test result, and it is less likely that schools in metropolitan areas and in municipalities surrounding the metropolitan areas give pupils a final course grade that is lower than their national test result. The regional differences might well affect pupils' continued studies, and the ambition of providing an equitable school to all children in all parts of Sweden has thus not been successful.

The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

“…While all these assessments have their set of strengths and weaknesses (Lundahl, 2014), grades -especially non-self-reported such (Kuncel et al, 2005) -are pertinent because they are predictive for the future life course among individuals (Borghans et al, 2016). Although grades might be slightly less reliable than national test results and prone to inflation (e.g., Molin, & Fjellborg, 2021), the correlations between grades and national test results are moderate to large (Boman, 2021).…”

Regional differences in educational achievement: A replication study of municipality data

“…Overall, this is regarded as a replication study of Boman (2022b). More broadly, it does also add to the literature on SES-academic achievement relationships (e.g., Sirin, 2005;Tan, 2015) and migration-academic achievement relationships (e.g., Meunier, 2011), as well as research on grades in the Swedish context (e.g., Molin and Fjellborg, 2021). Specifically, it aims to replicate the results of Boman (2022b) but also contribute with a more reliable research design and as such it stands in its own feet.…”

“…Specifically, it aims to replicate the results of Boman (2022b) but also contribute with a more reliable research design and as such it stands in its own feet. Akin to Molin and Fjellborg (2021), it uses school level data to discern relationships at the meso and macro levels of Swedish school students at the end of the lower-secondary level, specifically Grade 9.…”

“…However, might grade point averages (GPA) be a more suitable measure of grades than GAS? (e.g., Molin and Fjellborg, 2021). That aspect was considered by a consecutive bivariate analysis of the data which shows that the correlation between municipality GAS and municipality GPA for the year 2019 was r = 0.802, which indicates that a researcher may use GAS, GPA, NTR, or a combination of these three indicators in regard to educational achievement in the Swedish context.…”