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Gender differences in teacher grading across school subjects: Evidence from Germany

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  • Otten, Sebastian

Abstract

This study examines whether gender differences in teacher-assigned grades vary systematically across subjects. Using data from German secondary schools, I compare teacher-assigned grades with anonymously graded standardized test scores within a difference-in-differences framework. Across six core subjects spanning the humanities and STEM, I find systematic grading differentials favoring female students. The estimated differential is largest in German and Math and substantially smaller in English and the sciences, indicating considerable cross-subject heterogeneity. The differential also varies markedly by school track and teacher experience, with systematically larger estimates in the academic track and particularly pronounced differentials among novice teachers.

Suggested Citation

  • Otten, Sebastian, 2026. "Gender differences in teacher grading across school subjects: Evidence from Germany," Ruhr Economic Papers 1222, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
    • Handle: RePEc:zbw:rwirep:343541
    DOI: 10.4419/96973407
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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