Which grades are better, A’s and C’s, or all B’s? Effects of variability in grades on mock college admissions decisions

• Main Authors: Woo-kyoung Ahn, Sunnie S. Y. Kim, Kristen Kim, Peter K. McNally
• Format: Article
• Language: English
• Published: Society for Judgment and Decision Making 2019-11-01
• Series: Judgment and Decision Making
• Subjects: judgments; impression formation; college admissions decisionnakeywords
• Online Access: http://journal.sjdm.org/19/190705a/jdm190705a.pdf

Students may need to decide whether to invest limited resources evenly across all courses and thus end with moderate grades in all, or focus on some of the courses and thus end with variable grades. This study examined which pattern of grades is perceived more favorably. When judging competency, people give more weight to positive than negative information, in which case heterogeneous grades would be perceived more favorably as they have more positive grades than homogeneous moderate grades. Furthermore, high school students are told to demonstrate their passion in college applications. Nonetheless, people generally overweigh negative information, which can result in a preference for a student with homogeneous grades lacking extremely negative grades. The college admissions decisions in particular may also involve emphasis on long-term stable, consistent, and responsible character, which the homogeneous grades may imply. Study 1 found that laypeople, undergraduate students, and admissions officers preferred to admit a student with homogeneous grades to a college than a student with heterogeneous grades even when their GPAs were the same. Study 2 used a heterogeneous transcript signaling a stereotypic STEM or humanities student, and found that while undergraduate students were more split in their choices, laypeople and admissions officers still preferred a student with homogeneous grades. Study 3 further replicated the preference for a student with homogeneous grades by using higher or lower average GPAs and wider or narrower range of grades for the heterogeneous grades. Possible reasons and limitations of the studies are discussed.