Goldhaber, D., & Goodman Young, M. (2024). Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID-19. Journal of Policy Analysis and Management, 43, 1270–1282. https://doi.org/10.1002/pam.22618

In the final paragraph of the “Evolution in Grades and Test Results Over Time” section, the text “Thirty-one percent to 39% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 32% to 42% of these students received an A or B. This is an increase of 4 to 9 percentage points from the previous year” was incorrect. This should have read “Thirty percent to 32% (depending on subject) of Level 1 students received a D or F grade. But perhaps surprisingly, 40% to 42% of these students received an A or B. This is an increase of 2 to 13 percentage points from the previous year.”

Figure 3a initially reported that 12% of students receiving an achievement level 1 in math received an A in their math class, 20% received a B, 29% received a C, 14% received a D, and 25% received an F. Figure 3c initially reported that 14% of students receiving an achievement level 1 in science received an A in their science class, 21% received a B, 32% received a C, 15% received a D, and 18% received an F. The revised figures are shown below.

Figures 4a and 4c have been updated to reflect similar corrections.

We apologize for this error.

Goldhaber， D. 和 Goodman Young， M. （2024）。课程成绩作为学生成绩的信号：COVID-19 前后成绩膨胀的证据。政策分析与管理杂志，43,1270-1282。https://doi.org/10.1002/pam.22618

在“成绩和测试结果随时间的变化”部分的最后一段中，文本“31% 到 39%（取决于科目）的 1 级学生获得了 D 或 F 级。但也许令人惊讶的是，这些学生中有 32% 到 42% 获得了 A 或 B。这比上一年增加了 4 到 9 个百分点“是不正确的。这应该是“30% 到 32%（取决于科目）的 1 级学生获得了 D 或 F 级。但也许令人惊讶的是，这些学生中有 40% 到 42% 获得了 A 或 B。这比上一年增加了 2 到 13 个百分点。

图 3a 最初报告说，在数学成绩达到 1 级的学生中，有 12% 的学生在数学课上获得了 A，20% 的学生获得了 B，29% 的学生获得了 C，14% 的学生获得了 D，25% 的学生获得了 F。图 3c 最初报告说，在科学成绩达到 1 级的学生中，有 14% 的学生在科学课上获得了 A。 21% 获得 B，32% 获得 C，15% 获得 D，18% 获得 F。修订后的数字如下所示。

图 4a 和 4c 已更新以反映类似的更正。

对于此错误，我们深表歉意。