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Are teacher assessments biased? -- evidence from Sweden

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  • Erica Lindahl

Abstract

This study investigates if the probability of being graded up in the school leaving certificates increases if the teacher is of the same gender as the student or if the teacher and the student both have a foreign background. The analysis is based on data on grade 9 students in Mathematics from Sweden. I find that female students and non-native students perform better on national test results if the teacher is of the same gender or also is non-native, respectively. The probability of being graded up is less likely if the student and the teacher are of the same gender.

Suggested Citation

  • Erica Lindahl, 2016. "Are teacher assessments biased? -- evidence from Sweden," Education Economics, Taylor & Francis Journals, vol. 24(2), pages 224-238, April.
    • Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:224-238
    DOI: 10.1080/09645292.2015.1014882
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    References listed on IDEAS

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    1. Hinnerich, Björn Tyrefors & Höglin, Erik & Johannesson, Magnus, 2011. "Are boys discriminated in Swedish high schools?," Economics of Education Review, Elsevier, vol. 30(4), pages 682-690, August.
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    6. Florian Hoffmann & Philip Oreopoulos, 2009. "A Professor Like Me: The Influence of Instructor Gender on College Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 44(2).
    7. Hoffman, Florian & Oreopoulos, Philip, 2009. "A Professor Like Me: Influence of Professor Gender on University Achievement," CLSSRN working papers clsrn_admin-2009-13, Vancouver School of Economics, revised 02 Feb 2009.
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    Cited by:

    1. Cappelen, Alexander W. & Falch, Ranveig & Tungodden, Bertil, 2019. "The Boy Crisis: Experimental Evidence on the Acceptance of Males Falling Behind," Discussion Paper Series in Economics 6/2019, Norwegian School of Economics, Department of Economics, revised 01 Mar 2019.
    2. Catarina Angelo & Ana Balcão Reis, 2021. "Gender gaps in different grading systems," Education Economics, Taylor & Francis Journals, vol. 29(1), pages 105-119, January.
    3. Silva, Pedro Luís & DesJardins, Stephen L. & Biscaia, Ricardo & Sá, Carla & Teixeira, Pedro N., 2023. "Public and Private School Grade Inflations Patterns in Secondary Education," IZA Discussion Papers 16016, Institute of Labor Economics (IZA).
    4. Aalto, Aino-Maija, 2020. "Do girls choose science when exposed to female science teachers?," Working Paper Series 2020:10, IFAU - Institute for Evaluation of Labour Market and Education Policy.
    5. David Card & Ciprian Domnisoru & Seth G. Sanders & Lowell Taylor & Victoria Udalova, 2022. "The Impact of Female Teachers on Female Students' Lifetime Well-Being," NBER Working Papers 30430, National Bureau of Economic Research, Inc.
    6. Catarina Angelo & Ana Balcao Reis, 2022. "Gender gaps in different assessment systems: The role of teacher gender," Nova SBE Working Paper Series wp640, Universidade Nova de Lisboa, Nova School of Business and Economics.
    7. Graetz, Georg & Karimi, Arizo, 2022. "Gender gap variation across assessment types: Explanations and implications," Economics of Education Review, Elsevier, vol. 91(C).
    8. Shi, Ying & Zhu, Maria, 2023. "“Model minorities” in the classroom? Positive evaluation bias towards Asian students and its consequences," Journal of Public Economics, Elsevier, vol. 220(C).
    9. Marisa Bucheli & Claudia Contreras, 2018. "Discriminación de género en las calificaciones de las escuelas públicas uruguayas," Documentos de trabajo 2018008, Banco Central del Uruguay.
    10. Graetz, Georg & Karimi, Arizo, 2019. "Explaining gender gap variation across assessment forms," Working Paper Series 2019:8, IFAU - Institute for Evaluation of Labour Market and Education Policy.
    11. Claudia Contreras, 2018. "Discriminación de género en las calificaciones de las escuelas públicas uruguayas," Documentos de Trabajo (working papers) 0318, Department of Economics - dECON.

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