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The effect of same-gender teacher assignment on student achievement in the elementary and secondary grades: Evidence from panel data

  • Winters, Marcus A.
  • Haight, Robert C.
  • Swaim, Thomas T.
  • Pickering, Katarzyna A.
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    We utilize information from a rich administrative panel dataset following the universe of test-taking public school students in Florida over a period of five years to estimate the relationship between same-gender teacher assignment and student achievement. We estimate how a student's achievement changes as he/she is assigned to teachers of different genders throughout his/her academic career, holding constant both observed and unobserved factors related to academic outcomes. We also provide estimates from models that evaluate how the relative performance of male and female student assigned to the same teacher or in the same classroom relates to the gender of the teacher. We find no statistically distinguishable relationship between same-gender teacher assignments and student math or reading achievement in elementary school. We find a statistically significant relationship between being assigned to a female teacher and student achievement in middle and high school, however the magnitude of the effect is small.

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    File URL: http://www.sciencedirect.com/science/article/pii/S0272775713000204
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    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 34 (2013)
    Issue (Month): C ()
    Pages: 69-75

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    Handle: RePEc:eee:ecoedu:v:34:y:2013:i:c:p:69-75
    Contact details of provider: Web page: http://www.elsevier.com/locate/econedurev

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    1. Lucia Nixon & Michael Robinson, 1999. "The educational attainment of young women: Role model effects of female high school faculty," Demography, Springer, vol. 36(2), pages 185-194, May.
    2. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
    3. Jesse Rothstein, 2007. "Do Value-Added Models Add Value? Tracking, Fixed Effects, and Causal Inference," Working Papers 1036, Princeton University, Department of Economics, Center for Economic Policy Studies..
    4. Robst, John & Keil, Jack & Russo, Dean, 1998. "The effect of gender composition of faculty on student retention," Economics of Education Review, Elsevier, vol. 17(4), pages 429-439, October.
    5. 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.
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