Long-term effects of grading mismatch are smaller and more nuanced than those of persistent effects¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Having a ninth-grade teacher with positive mismatch one SD above the mean is associated with a higher graduating core GPA, but the long-term effects of mismatch are smaller than those of persistent effects. → McKenzie 2025

Evidence¶

McKenzie 2025¶

McKenzie, R. & Allensworth, E. (2025). Variability in the Grades Teachers Give: Teacher Grade Value-Add, Mismatch, and Long-Term Effects. American Educational Research Journal. https://doi.org/10.3102/00028312251345094

q3 · i? · associational · r3

Long-term outcome regressions (Table 5) on the CPS sub-sample, mismatch coefficients. The article reports that mismatch effects are smaller than persistent effects and that positive mismatch is associated with a higher graduating core GPA; the abstract characterizes the mismatch-outcome relationship as nuanced. No standardized effect size is printed for this finding.

"The long-term effects of having a ninth-grade teacher with grading mismatch are smaller than those of teachers' persistent effects. Having one ninth-grade teacher with positive mismatch one standard deviation above the mean is associated with a graduating core GPA t"

Discussion¶

Related Claims¶

• Teachers' persistent grade effects predict students' long-term outcomes — related
• Ninth-grade teachers vary substantially and systematically in the grades they give — related
• Grading mismatch correlates negatively with persistent effects, and total effects reflect mismatch more than persistent effects — related