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

Camille Terrier

Working Papers from HAL

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.

Keywords: Gender; grading; discrimination; progress (search for similar items in EconPapers)
Date: 2014-11
New Economics Papers: this item is included in nep-edu, nep-gen and nep-ure
Note: View the original document on HAL open archive server: https://pjse.hal.science/hal-01080834v1
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://pjse.hal.science/hal-01080834v1/document (application/pdf)

Related works:
Working Paper: Giving a Little Help to Girls? Evidence on Grade Discrimination and its Effect on Students' Achievement (2015)
Working Paper: Giving a little help to girls? evidence on grade discrimination and its effect on students' achievement (2015)
Working Paper: Giving a Little Help to Girls? Evidence on Grade Discrimination and its Effect on Students Achievement (2014)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:wpaper:hal-01080834

Access Statistics for this paper

More papers in Working Papers from HAL
Bibliographic data for series maintained by CCSD ().