Teachers and the Gender Gap in Reading Achievement
Esteban Aucejo,
Jane Fruehwirth,
Sean Kelly and
Zachary Mozenter
Journal of Human Capital, 2022, vol. 16, issue 3, 372 - 403
Abstract:
Boys persistently lag behind girls in English/language arts. We find that heterogeneity in teachers’ relative boy-specific value added could explain a large proportion of this gap. We exploit multifaceted measures of effective teaching, including popular teacher observation protocols, principal ratings, and student perceptions of teaching practices, to explain this heterogeneity. We find no evidence of heterogeneous effects of these teacher measures by gender. Instead, we show that gender gaps in student evaluations of teaching practices capture meaningful differences in the perceived inputs boys and girls receive from the same teacher, explaining from a third to all of the value-added gender gap.
Date: 2022
References: Add references at CitEc
Citations: View citations in EconPapers (5)
Downloads: (external link)
http://dx.doi.org/10.1086/719731 (application/pdf)
http://dx.doi.org/10.1086/719731 (text/html)
Access to the online full text or PDF requires a subscription.
Related works:
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:ucp:jhucap:doi:10.1086/719731
Access Statistics for this article
More articles in Journal of Human Capital from University of Chicago Press
Bibliographic data for series maintained by Journals Division ().