Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/305773 
Year of Publication: 
2024
Series/Report no.: 
IZA Discussion Papers No. 17331
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
We randomly assign student profiles to teachers and elicit teachers' beliefs about the student's likelihood of success in alternative high school tracks. We document a large and statistically significant gradient in teachers' beliefs about students' high school prospects with respect to students' socioeconomic background (SEB), ceteris paribus. We find that this gradient varies with teacher's personality, a hard-to-observe and understudied teacher trait. Specifically, higher levels of teacher's extraversion and openness are associated with a steeper negative SEB gradient in teachers' beliefs about students' success prospects in an academic track. Conversely, more conscientious and agreeable teachers assign to low-SEB students, on average, a higher probability of success in a vocational track. We discuss some policy implications of our findings.
Subjects: 
teachers' beliefs and personality
choice of high school tracks
Italy
JEL: 
I20
I24
Document Type: 
Working Paper

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