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Research ArticleArticle

High-Stakes Grades and Student Behavior

Ulrik Hvidman and Hans Henrik Sievertsen
Published online before print September 16, 2019, 0718-9620R2; DOI: https://doi.org/10.3368/jhr.56.3.0718-9620R2
Ulrik Hvidman
†Ulrik Hvidman is an assistant professor at the Department of Political Science, Aarhus University
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Hans Henrik Sievertsen
‡Hans Henrik Sievertsen is a lecturer at the Department of Economics, University of Bristol
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Abstract

High-stakes exams carry important consequences for the prospects of reaching university. This study examines whether the incentives associated with exam grades affect educational investments. Exploiting a reform-induced recoding of high school students’ grade point average, we identify the effect of high-stakes grades on student behavior. The results show that students who were downgraded by the recoding performed better on subsequent assessments. The increase in academic performance in high school translated into an increased likelihood of university enrollment. As the recoding did not convey information about actual performance, these results emphasize that incentives are important in understanding students’ educational investments.

Keywords
  • student incentives
  • high-stakes exams
  • human capital
JEL
  • I20
  • I21
  • I23
  • J24

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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High-Stakes Grades and Student Behavior
Ulrik Hvidman, Hans Henrik Sievertsen
Journal of Human Resources Sep 2019, 0718-9620R2; DOI: 10.3368/jhr.56.3.0718-9620R2

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High-Stakes Grades and Student Behavior
Ulrik Hvidman, Hans Henrik Sievertsen
Journal of Human Resources Sep 2019, 0718-9620R2; DOI: 10.3368/jhr.56.3.0718-9620R2
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Keywords

  • Student Incentives
  • high-stakes exams
  • human capital
  • I20
  • I21
  • I23
  • J24
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