An updated analysis of a 2011 report showing grade manipulation among New York City high schools finds that teachers who inflated grades were likely motivated by altruism, that score manipulation was eliminated by 2012, and that the black-white graduation gap is about 5% larger in its absence. Stanford’s Thomas Dee, who conducted the analysis, notes that social views on grade manipulation may vary: “We may value consistency in scoring procedures as a mark of fairness. On the other hand, we may think as well that proximity to the threshold has a natural variance and if teachers have additional information, that [manipulation] may be a good thing.”

More about Study: High school grade inflation eliminated, black-white graduation gap 5% larger >