Grading mismatch correlates negatively with persistent effects, and total effects reflect mismatch more than persistent effects¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Persistent effects and mismatch correlate at -0.482: lenient graders are less likely to have positive persistent effects than harsh graders. → McKenzie 2025 q3 i? Total grade effects correlate more strongly with mismatch (0.603) than with persistent effects (0.360). → 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 · i3 · associational · r3

Intercorrelation analysis of estimated teacher grade effects in the CPS sample (Table 2 and Figure 2). The article reports a correlation of -0.482 between persistent effects and mismatch (a printed correlation of r = -0.482, large by the |r| >= .37 threshold), and that total effects correlate 0.603 with mismatch versus 0.360 with persistent effects, so "total grade effects are more likely to reflect grading mismatch (poor measurement)."

"there is a negative correlation of -0.482 between persistent effects and mismatch. Ninth-grade teachers with positive mismatch (e.g., lenient graders) are less likely to have persistent positive effects on students' grades than ninth-grade teachers with negative mismatch (harsh graders)."

Discussion¶

Related Claims¶

• Ninth-grade teachers' grade effects are stable across years — related
• Long-term effects of grading mismatch are smaller and more nuanced than those of persistent effects — related
• Teachers' persistent grade effects predict students' long-term outcomes — related