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The effect of teacher–student gender matching: Evidence from OECD countries

  • Cho, Insook
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    While some educators argue that teacher–student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher–student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science Study (TIMSS). One attractive feature of TIMSS is that it provides information on test scores and teacher characteristics, including gender, for both math and science thereby allowing for student fixed effects estimation. The results provide little support for the conjecture that students benefit from teacher–student gender matching.

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    File URL: http://www.sciencedirect.com/science/article/pii/S0272775712000209
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    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 31 (2012)
    Issue (Month): 3 ()
    Pages: 54-67

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    Handle: RePEc:eee:ecoedu:v:31:y:2012:i:3:p:54-67
    Contact details of provider: Web page: http://www.elsevier.com/locate/econedurev

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    7. Holmlund, Helena & Sund, Krister, 2008. "Is the gender gap in school performance affected by the sex of the teacher," Labour Economics, Elsevier, vol. 15(1), pages 37-53, February.
    8. Thomas S. Dee, 2005. "Teachers and the Gender Gaps in Student Achievement," NBER Working Papers 11660, National Bureau of Economic Research, Inc.
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    10. Clotfelter, Charles T. & Ladd, Helen F. & Vigdor, Jacob L., 2007. "Teacher credentials and student achievement: Longitudinal analysis with student fixed effects," Economics of Education Review, Elsevier, vol. 26(6), pages 673-682, December.
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