Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/174049
Authors: 
Puhani, Patrick A.
Year of Publication: 
2017
Series/Report no.: 
IZA Discussion Papers 11139
Abstract: 
With girls having overtaken boys in many education indicators, the “feminization” of elementary school teaching is causing debates about disadvantages for male students. Using administrative panel data on the universe of students, teachers and schools for a German state, I exploit within school and within teacher variation to determine teacher characteristics' effects on students' tracking outcomes. Germany tracks students at age 10 into more or less academic school types. I find hardly any effects of teacher's gender, age, pay level, qualifications, or working hours on boys' or girls' school track recommendations or school choice. Even when following students into middle school, no effects of elementary-school teacher gender on school type change or grade repetition can be detected.
Subjects: 
fixed effects
identification
gender
education
teacher quality
JEL: 
I21
J45
J71
J78
Document Type: 
Working Paper

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