Grade Information and Grade Inflation: The Cornell Experiment

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What happens after enrollment? An analysis of the time path of racial differences in GPA and major choice (2012, methodology): “10See Bar et al. (2009) for an analysis of Cornell’s program, with Bar et al. (2012) developing a theoretical model of how students change their course-taking behavior in response to programs such as this one.”
Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis (2020, background): “Further evidence for students’ “revealed preference” for leniently graded courses comes from a study at Cornell University (Bar et al., 2009).”
The Long-Term Consequences of Teacher Discretion in Grading of High-Stakes Tests (2016, methodology): “…leniency and competition for students, also see Vlachos (2010) and Böhlmark and Lindahl (2012) for evidence from Sweden, and Butcher et al. (2014); Bar et al. (2009) for evidence from the U.S. 6They quantify gender biased grading leniency by comparing teachers’ average grading of boys and girls…”