Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/149202
Authors: 
Terrier, Camille
Year of Publication: 
2016
Series/Report no.: 
IZA Discussion Papers 10343
Abstract: 
I use a combination of blind and non-blind test scores to show that middle school teachers favor girls when they grade. This favoritism, estimated in the form of individual teacher effects, has long-term consequences: as measured by their national evaluations three years later, male students make less progress than their female counterparts. Gender-biased grading accounts for 21 percent of boys falling behind girls in math during middle school. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school.
Subjects: 
teachers
gender biases
progress
achievement inequalities
JEL: 
I21
I24
J16
Document Type: 
Working Paper

Files in This Item:
File
Size
630.36 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.