An Economists Perspective Of Grade-Effort Relationships in the Classroom*

By Sam Konopczynski

FE AM

GL AD

rGDE

*-Or an explanation of why I have no free time

Introduction:
Through philosophical trial and error, I have attempted to create a model for grade effort relationships in the classroom in the style of a Macro Economics Supply and Demand Graph.

Variables Listed:
DL-Difficulty Level AD-Aggregate Demand AM Aggregate Motivation FE-Full Effort rGDE-real Gross Daily Effort GL-Grade Level

DL

AD

Explanation for AD Curve

As you may recall: The AD curve is the upwards sloping line: The reason for the AD curve is the simplest: as a class gets harder, the amount of effort required for that class increases. (Fig 1) Moreover, higher grades are more difficult (Fig 2), so GL is proportionate to DL. (Fig 3) Thus, we get the final curve (Fig 4)
A B C
GL

rGDE

D F DL

GL

AD

rGDE

Explanation for the AM (aggregate motivation curve):

Assuming the anti-Mikschian view that motivation (effort) is a finite resource that is expended, we find that: rGDE (real Gross Daily Effort)= (Full Effort-Giving up Factor)/Workload Or
rGDE = (1+FE-kDL3) (1+DL)

The giving up factor is the phenomenon that happens when as student settles for a grade, having given up on anything higher as class difficulty increases. In the equation, k is a constant that changes from person to person. For Example Tim (Fig 5) has a constant near 0, while a high school dropout would have a constant greater than 1. FE is a measure of the determination and ability someone has to succeed in a given subject. Using these models, we get the DL-AM curve(Fig 6)

FE AM

DL FE rGDE
Using the Asian father effect, we get Fig 7.

AM

GL

rGDE

The Full Model(example):

On this model, with the students Aggregate motivation and the classes aggregate demand, The Student is earning a C at equilibrium(1). An increase In the students motivation (right shift AM curve) and A decrease in the classes difficulty (left shift AD curve) will give the student an A without changing their effort.
A B

AM
2 3 1 4

GL

C D F

AD+ AM => GL

AD rGDE

Notice however, that only an increase in AM would do the same while also

increasing effort (4) and only a decrease in the everyday demands of the class would produce a Blow-off Class effect where grade increased but effort decreased. So

AD => GL+ rGDE AM => GL+ rGDE

AD=> GL + rGDE AM => GL+ rGDE

BUT ONLY ON THE INTERMEDIATE RANGE (explanation later) Why do we have to use AM-AD curves?

Because we can*

*and they are easier grasp than the curves on supermodels

The Three Ranges:

1. Blow Off 2. Intermediate 3. Anti-Mikschian

A pictograph of Range 3:

On a simplified version of the AM curve, the ranges are easier to see

1 2

Range 1: Blow Off: in a blow off class, students will be willing and able to increase effort for slight increases in difficulty and receive the same grade because overall difficulty is low Ex. Computer Science 1 Range 2: Intermediate (your average class), increases in workload also affect grade as things become more difficult Ex. AP Econ / AP Gov Range 3: Anti-Mikschian (also known as Anti-Rowlandian or Anti-Omohundrian): Increases in class demand no longer increase the amount of effort students put into the class, only resulting in a drop in grade level. Students are maxed out.

(motto for pro-Mikschian economists)

Utilization of the Model: The Goals: 1. Teachers want students to have a high of rGDE as possible with a relatively high GL 2. Students want a high GL with low rGDE Supply side Economics:
Students who believe this philosophy attempt to increase their AM though dedication and improved studying while teacher attempt to motivate their kids rather than increase workload.

Demand-Push Economics:
Students who believe this philosophy procrastinate to artificially increase the AD so their nominal GDE increases pushing their GL up while teachers increase class work to squeeze the effort out of their students.

Conclusion:
For teachers, increases in workload only do so much to encourage students. Students have control over the AM curve while teachers have control over the AD curve (and have influence over the AM curve through charisma, and other motivational skills).

As our Abraham Lincoln once said:

Dont take BC Calc cause that shit is in range 3, also Ishas Richard Parker suit is the bomb