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Giving a Little Help to Girls? Evidence on Grade Discrimination and its Effect on Students Achievement

Author

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  • Camille Terrier

    (PSE - Paris-Jourdan Sciences Economiques - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, PSE - Paris School of Economics)

Abstract

This paper tests whether we observe sex-discrimination in teachers' grades, and whether such biases affect pupils' achievement during the school year. I use a unique dataset containing standardized tests, teachers' attributed grades, and pupil's behavior, all three at different periods in time. Based on double-differences, the identification of the gender bias in teachers' grades suggests that (i) girls benefit from a substantive positive discrimination in math but not in French, (ii) girls' better behavior than boys, and their initial lower achievement in math do not explain much of this gender bias. Then, I use the heterogeneity in teachers' discriminatory behavior to show that classes in which teachers present a high degree of discrimination in favor of girls at the beginning of the year are also classes in which girls tend to progress more over the school year compared to boys.

Suggested Citation

  • Camille Terrier, 2014. "Giving a Little Help to Girls? Evidence on Grade Discrimination and its Effect on Students Achievement," PSE Working Papers hal-01080834, HAL.
  • Handle: RePEc:hal:psewpa:hal-01080834
    Note: View the original document on HAL open archive server: https://hal-pjse.archives-ouvertes.fr/hal-01080834
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    File URL: https://hal-pjse.archives-ouvertes.fr/hal-01080834/document
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    Cited by:

    1. Lavy, Victor & Sand, Edith, 2018. "On the origins of gender gaps in human capital: Short- and long-term consequences of teachers' biases," Journal of Public Economics, Elsevier, vol. 167(C), pages 263-279.

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    Keywords

    Gender; grading; discrimination; progress;

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