Abolishing grades increased mathematics interest in the LPF trial, the sole significant outcome difference¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in trial schools showed higher mathematics interest than control-school students by the end of Grade 3, the only statistically significant difference among the outcomes examined. → Nicolas Hübner 2026

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

q3 · i? · causal · r2

In the LPF trial's longitudinal comparison of 1,218 trial and 1,124 control students, math interest was the single outcome with a statistically significant difference favoring trial schools at end of Grade 3, adjusted for baseline. No effect size is printed in the available text.

"Aside from math interest, we found no statistically significant differences between students in trial schools and those in control schools by the end of Grade 3, after accounting for baseline differences."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it
• Motivation — outcome: instruction changes it

Related Claims¶

• Abolishing grades in elementary schools showed no statistically significant effects on achievement, self-concepts, anxiety, joy of learning, well-being, or classroom climate by end of Grade 3, except math interest — possibly the same claim (merge candidate)