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dc.contributor.authorDe Witte, Kristof
dc.contributor.authorGeys, Benny
dc.contributor.authorSolondz, Catharina
dc.date.accessioned2014-05-28T12:50:52Z
dc.date.available2014-05-28T12:50:52Z
dc.date.issued2014
dc.identifier.citationEconomics of Education Review, 40(2014): 152-166nb_NO
dc.identifier.issn1873-7382
dc.identifier.urihttp://hdl.handle.net/11250/195606
dc.descriptionThis is the authors’ accepted and refereed manuscript to the article. Publisher's version is available at www.elsevier.comnb_NO
dc.description.abstractThis article argues that resource expansion can fail to improve actual student performance because it might cause educators to soften grading standards (i.e., induce grade inflation). Our theoretical model shows that, depending on schools’ and students’ reactions to resource changes, the overall effect of resources on education outcomes is ambiguous. Schools, however, have an incentive to adjust their grading structure following resource shifts, such that grade inflation is likely to accompany resource-driven policies. Exploiting a quasi-experimental policy intervention in the Netherlands, we find that additional resources may indeed induce grade inflation, particularly when the resource increase is limited.nb_NO
dc.language.isoengnb_NO
dc.publisherElseviernb_NO
dc.subjectPublic expendituresnb_NO
dc.subjectGrade inflationnb_NO
dc.subjectEducational attainmentnb_NO
dc.subjectStandardized central examnb_NO
dc.titlePublic expenditures, educational outcomes and grade inflation: theory and evidence from a policy intervention in the Netherlandsnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.pagenumber152-166nb_NO
dc.source.volume40nb_NO
dc.source.journalEconomics of Education Reviewnb_NO
dc.identifier.doi10.1016/j.econedurev.2014.02.003
dc.description.localcode1, Forfatterversjonnb_NO


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