What's a Good Grade? Student Performance Standards and the Black-White Achievement Gap

Using data from the National Educational Longitudinal Study, this project examines racial differences in how students interpret letter grades. Based on statistical analyses, I find that African American students are, on average, significantly more likely to positively appraise lower letter grades as 'good.' My research then explores potential linkages between students' performance standards, effort, and academic performance. Future research can explore potential causes of variation in students' interpretations of seemingly objective measures.