TY - JOUR AU - Parikh-Briggs, Alexander AU - Nair, Suraj AU - Sharma, Prakriti PY - 2022/05/31 Y2 - 2024/03/29 TI - The Impact of Behavioral Nudging in Economic Theory on High School Grading Policies and Student Achievement JF - Journal of Student Research JA - J Stud Res VL - 11 IS - 2 SE - DO - 10.47611/jsrhs.v11i2.2626 UR - https://www.jsr.org/hs/index.php/path/article/view/2626 SP - AB - <p>This research paper examines the implications of neoclassical economic theory and behavioral economic nudges on high school teachers' grading policies and the motivation and academic achievement of students. I further develop the literature in education economics to investigate various grading policies chosen by teachers and the impact on student motivation and educational outcomes. I highlight teacher preferences which include a traditional grading policy or five-point system, using the letters A-E/F. On the other hand, students prefer grading systems that evaluate what they are learning, allow for effort-based achievement, and consider classroom participation, as opposed to homework and exam scores alone. I examine the benefits and detriments of different grading policies within my high school, Menlo-Atherton High School including traditional grading, standards-based grading (SBG) and pass-fail grading. &nbsp;First, I review the current literature and analyze the major differences between the approaches of neoclassical versus behavioral economics including nudges. Specifically, I examine factors that contribute to a student’s academic achievement and review the literature on grading. Second, I focus on student behavior and motivation that help to incentivize greater academic achievement. Third, I interview several teachers to characterize their grading policy and overall student motivation.&nbsp; Last, I compare the student and teacher findings and the associated behavior and motivation. Overall, my findings and analysis appear to support directionally that a new educational policy focused on a standards-based grading (SBG) policy combined with various behavioral nudges impact student decisions, motivate high school students, and improve educational outcomes.</p> ER -