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[quote=Anonymous]It's a typical finding that tough grading results in more learning. See, e.g. here:

https://fordhaminstitute.org/sites/default/files/publication/pdfs/20200204-great-expectationsthe-impact-rigorous-grading-practices-student-achievement0.pdf

"Figure ES-1 shows that teachers in the top quartile increase student EOC scores by a whopping 16.9 percent of a standard deviation (SD) over those of their counterparts in the bottom quartile. Even instructors in the middle of the grading standards distribution are significantly more effective than those with the lowest grading standards"

and this results in better performance in subsequent courses:

"Figure ES-2 reports estimates of Algebra I teachers’ grading standards on their students’ performance on Geometry and Algebra II scores in subsequent years. Once again, higher grading standards consistently lead to higher achievement. Predictably, since these tests are in somewhat different subjects and are taken one and two years later, the effect on these longer-range outcomes is smaller than the short-term effects above. Still, relative to teachers with the lowest grading standards, students of those with the highest standards performed notably better a year later in geometry (7.3 percent of a SD) and two years later in Algebra II (8.6 percent of a SD)."

Thus, functionally, there's a trade-off: students of a certain quality are going to get higher GPAs in easy-A environments. However, their standardized test scores may be a bit lower, and they won't have learn as much. So potentially, you need to balance admission to a prestigious school vs. learning. And, for people hiring, it's useful to be aware that prestigious schools' ability to validate student quality has fallen.[/quote]

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