Test Scores, Subjective Assessment and Stereotyping of Ethnic Minorities
AbstractWe assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of “quasi-blind” externally marked tests and “non-blind” internal assessment to compare differences in these assessment methods between White and ethnic minority pupils. We find evidence that some ethnic groups are systematically “under-assessed” relative to their White peers, while some are “over-assessed”. We propose a stereotype model in which a teacher’s local experience of an ethnic group affects assessment of current pupils; this is supported by the data.
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Bibliographic InfoPaper provided by Department of Economics, University of Bristol, UK in its series The Centre for Market and Public Organisation with number 09/221.
Length: 24 pages
Date of creation: Sep 2009
Date of revision:
Subjective assessment; stereotypes; education; test score gaps; ethnic minorities;
Other versions of this item:
- Simon Burgess & Ellen Greaves, 2013. "Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities," Journal of Labor Economics, University of Chicago Press, vol. 31(3), pages 535 - 576.
- I20 - Health, Education, and Welfare - - Education - - - General
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