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Assessed by a Teacher Like Me: Race, Gender and Subjective Evaluations

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  • Amine Ouazad

Abstract

The underrepresentation of minority teachers and male teachers remains an issue in US elementary education, and there is evidence that racial interactions partly shape student performance. However there is little work on discrimination within the classroom. Do teachers give better grades to children of their own race, ethnicity or gender? A US nationally representative longitudinal dataset that includes both test scores and teacher assessments offers a unique opportunity to answer this question. I look at the effect of being assessed by a same race or same gender teacher conditionally on test scores, child effects and teacher effects. This strategy controls for three confounding effects: (i) children of different races and genders may react differently in the classroom and during examinations (ii) teachers may capture skills that are not captured by test scores and (iii) tough teachers may be matched with specific races or genders. Results indicate that teachers give higher assessments to children of their own race, but not significantly higher assessments to children of their own gender. Also, this effect comes from the differential assessments given to non-hispanic black and hispanic children. White teachers give significantly lower assessments to non-hispanic black children and to hispanic children. Results are robust to various checks on endogenous mobility, measurement error and reverse causality. Moreover children's behavior is not a significant determinant of same race or same gender matching. Finally relative grading does not explain the main results of this paper.

Suggested Citation

  • 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.
  • Handle: RePEc:cep:ceedps:0098
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    References listed on IDEAS

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    Citations

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    Cited by:

    1. C. Kirabo Jackson, 2013. "Match Quality, Worker Productivity, and Worker Mobility: Direct Evidence from Teachers," The Review of Economics and Statistics, MIT Press, vol. 95(4), pages 1096-1116, October.
    2. Eisenkopf, Gerald & Hessami, Zohal & Fischbacher, Urs & Ursprung, Heinrich W., 2015. "Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 123-143.
    3. Richard Buddin & Gema Zamarro, 2009. "Teacher Qualifications and Middle School Student Achievement," Working Papers 671, RAND Corporation.
    4. Coenen, J. & Van Klaveren, C., 2013. "Better test scores with a same-gender teacher?," Working Papers 47, Top Institute for Evidence Based Education Research.
    5. Richard Buddin & Gena Zamarro, 2008. "Teacher Quality, Teacher Licensure Tests, and Student Achievement," Working Papers 555, RAND Corporation.
    6. Gabin Langevin & David Masclet & Fabien Moizeau & Emmanuel Peterlé, 2013. "Educational Attainment, Wages and Employment of Second-Generation Immigrants in France," CIRANO Working Papers 2013s-33, CIRANO.
    7. van Ewijk, Reyn, 2011. "Same work, lower grade? Student ethnicity and teachers' subjective assessments," Economics of Education Review, Elsevier, vol. 30(5), pages 1045-1058, October.
    8. Wiswall, Matthew, 2013. "The dynamics of teacher quality," Journal of Public Economics, Elsevier, vol. 100(C), pages 61-78.
    9. Buddin, Richard & Zamarro, Gema, 2009. "Teacher qualifications and student achievement in urban elementary schools," Journal of Urban Economics, Elsevier, vol. 66(2), pages 103-115, September.
    10. Di, Wenhua & Murdoch, James C., 2013. "The impact of the low income housing tax credit program on local schools," Journal of Housing Economics, Elsevier, vol. 22(4), pages 308-320.
    11. Cho, Insook, 2012. "The effect of teacher–student gender matching: Evidence from OECD countries," Economics of Education Review, Elsevier, vol. 31(3), pages 54-67.
    12. Richard Buddin & Gema Zamarro, 2009. "Teacher Effectiveness in Urban High Schools," Working Papers 693, RAND Corporation.
    13. Di, Wenhua & Murdoch, James C., 2010. "The impact of LIHTC program on local schools," Working Papers 1006, Federal Reserve Bank of Dallas.

    More about this item

    Keywords

    grading; discrimination; stereotype threat; race; gender;

    JEL classification:

    • C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data; Spatio-temporal Models
    • I2 - Health, Education, and Welfare - - Education
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • J7 - Labor and Demographic Economics - - Labor Discrimination
    • J82 - Labor and Demographic Economics - - Labor Standards - - - Labor Force Composition

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