Grading showed differential effects by student group in Swedish quasi-experimental data: low-ability students fared worse when graded, girls better (review-reported)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Low-ability students' subsequent grades and odds of completing upper secondary school were reduced when they received grades versus when they did not. → Nicolas Hübner 2026 q2 i? Girls who received grades received better subsequent grades and had higher odds of completing upper secondary school than girls who were nongraded and boys in either condition. → Nicolas Hübner 2026 (2)

Evidence¶

Nicolas Hübner 2026¶

Nicolas Hübner, Juliane Rutsch, Ann-Kathrin Schnelle, Mia Herkommer, Evelin Ruth-Herbein, Benjamin Fauth. (2026). To Grade or Not To Grade? Demystifying a Centuries-Old Debate. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10156-1

q2 · i? · causal · r2

The review reports findings from Klapp (2015, 2018) and Klapp et al. (2016) using Swedish reform data on grade abolishment: "low-ability students’ subsequent grades and their odds of completing upper secondary school were reduced when they received grades". No effect size is printed.

"low-ability students’ subsequent grades and their odds of completing upper secondary school were reduced when they received grades versus when they did not receive grades."

Nicolas Hübner 2026 (2)¶

Nicolas Hübner, Juliane Rutsch, Ann-Kathrin Schnelle, Mia Herkommer, Evelin Ruth-Herbein, Benjamin Fauth. (2026). To Grade or Not To Grade? Demystifying a Centuries-Old Debate. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10156-1

q2 · i? · causal · r2

The review reports the same Swedish data showing graded girls "received better subsequent grades and had higher odds of completing upper secondary school than girls who did not receive grades and boys who were graded or nongraded". No effect size is printed.

"girls who received grades received better subsequent grades and had higher odds of completing upper secondary school than girls who did not receive grades and boys who were graded or nongraded"

Discussion¶

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