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Abstract

Previous research shows ethnic minority students to receive different grades when taught by majority teachers. This may happen either because of bias in teachers' grading, or because objective student performance is indeed altered. Using an experiment, I examine whether teachers grade minority and majority students differently for the same work. I find no evidence for this. However, teachers report lower expectations and unfavorable attitudes that both likely affect their behavior towards minority students, potentially inducing them to perform below their ability level. Effects of having majority teachers on minority students' grades therefore seem more likely to be indirect than direct.

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Paper provided by Top Institute for Evidence Based Education Research in its series Working Papers with number 21.

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Handle: RePEc:tir:wpaper:21

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Find related papers by JEL classification:

• I2 - Health, Education, and Welfare - - Education
• J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, and Immigrants; Non-labor Discrimination

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1. Thomas S. Dee, 2001. "Teachers, Race and Student Achievement in a Randomized Experiment," NBER Working Papers 8432, National Bureau of Economic Research, Inc.
   
   • Thomas S. Dee, 2004. "Teachers, Race, and Student Achievement in a Randomized Experiment," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 195-210, February.
2. David N. Figlio & Maurice E. Lucas, 2000. "Do High Grading Standards Affect Student Performance?," NBER Working Papers 7985, National Bureau of Economic Research, Inc.
   
   • Figlio, David N. & Lucas, Maurice E., 2004. "Do high grading standards affect student performance?," Journal of Public Economics, Elsevier, vol. 88(9-10), pages 1815-1834, August.
3. Phelps, Edmund S, 1972. "The Statistical Theory of Racism and Sexism," American Economic Review, American Economic Association, vol. 62(4), pages 659-61, September.
4. Fryer, Roland & Echenique, Federico, 2007. "A Measure of Segregation Based on Social Interactions," Scholarly Articles 2958220, Harvard University Department of Economics.
5. Roland G. Fryer & Steven D. Levitt, 2005. "The Black-White Test Score Gap Through Third Grade," NBER Working Papers 11049, National Bureau of Economic Research, Inc.
   
   • Roland G. Fryer & Steven D. Levitt, 2006. "The Black-White Test Score Gap Through Third Grade," American Law and Economics Review, Oxford University Press, vol. 8(2), pages 249-281.
6. Lydia Mechtenberg, 2009. "Cheap Talk in the Classroom: How Biased Grading at School Explains Gender Differences in Achievements, Career Choices and Wages," Review of Economic Studies, Wiley Blackwell, vol. 76(4), pages 1431-1459, October.
7. Rema Hanna & Leigh Linden, 2009. "Measuring Discrimination in Education," NBER Working Papers 15057, National Bureau of Economic Research, Inc.
   
   • Rema Hanna & Leigh Linden, 2010. "Measuring Discrimination in Education," Working Papers id:2541, eSocialSciences.
8. Price, Joshua, 2010. "The effect of instructor race and gender on student persistence in STEM fields," Economics of Education Review, Elsevier, vol. 29(6), pages 901-910, December.
9. Marianne Bertrand & Sendhil Mullainathan, 2004. "Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination," American Economic Review, American Economic Association, vol. 94(4), pages 991-1013, September.
   
   • Marianne Bertrand & Sendhil Mullainathan, 2003. "Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination," NBER Working Papers 9873, National Bureau of Economic Research, Inc.
10. Carlsson, Magnus & Rooth, Dan-Olof, 2007. "Evidence of ethnic discrimination in the Swedish labor market using experimental data," Labour Economics, Elsevier, vol. 14(4), pages 716-729, August.
11. Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
12. Thomas S. Dee, 2005. "Teachers and the Gender Gaps in Student Achievement," NBER Working Papers 11660, National Bureau of Economic Research, Inc.
    
    • Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
13. Betts, Julian R. & Grogger, Jeff, 2003. "The impact of grading standards on student achievement, educational attainment, and entry-level earnings," Economics of Education Review, Elsevier, vol. 22(4), pages 343-352, August.
    
    • Julian R. Betts & Jeff Grogger, 2000. "The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level Earnings," NBER Working Papers 7875, National Bureau of Economic Research, Inc.
14. Colding, Bjørg & Husted, Leif & Hummelgaard, Hans, 2009. "Educational progression of second-generation immigrants and immigrant children," Economics of Education Review, Elsevier, vol. 28(4), pages 434-443, August.
15. Amine Ouazad, 2008. "Assessed by a Teacher Like Me: Race, Gender and Subjective Evaluations," CEE Discussion Papers 0098, Centre for the Economics of Education, LSE.

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