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Test Scores, Subjective Assessment and Stereotyping of Ethnic Minorities

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  • Simon Burgess
  • Ellen Greaves

Abstract

We 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.

Suggested Citation

  • Simon Burgess & Ellen Greaves, 2009. "Test Scores, Subjective Assessment and Stereotyping of Ethnic Minorities," The Centre for Market and Public Organisation 09/221, The Centre for Market and Public Organisation, University of Bristol, UK.
    • Handle: RePEc:bri:cmpowp:09/221
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    File URL: http://www.bristol.ac.uk/cmpo/publications/papers/2009/wp221.pdf
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    More about this item

    Keywords

    Subjective assessment; stereotypes; education; test score gaps; ethnic minorities;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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