Grading policy, email nudges, and grade outcomes

Abstract

We estimate how much the average grade of students enrolled in introductory macroeconomics changes when the professor sends a reminder email. We utilize observational data to implement a difference-in-differences strategy and identify the plausibly causal effect of email nudges on the student’s grade. The professor’s reminder email boosts low-performing student grades by 22–28 points per 50 points.