Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics

Abstract

Grade vs. test discrepancies and social biases in grading are complex phenomena shaped by the interplay of student characteristics, teacher behaviors, curricular elements, and the school environment. Despite this complexity, research examining how these phenomena vary across schools and in relation to school and curriculum-specific characteristics remains limited. This study delves into the discrepancy between grades and standardized math and national language test scores within a cohort of 18,812 8th-grade students in Lithuania nested in 418 schools. Multilevel regression analysis unveiled a pattern: female students were over-graded, whereas those from low socioeconomic backgrounds and those with special educational needs were consistently under-graded. Biases related to gender and special education needs varied significantly across schools, and the effects were linked to school characteristics. There were both similarities and differences in patterns for math and national language grading bias.