Teachers and the Gender Gaps in Student Achievement

Thomas Dee

Journal of Human Resources, 2007, vol. 42, issue 3

Abstract: A prominent class of explanations for the gender gaps in student outcomes focuses on the interactions between students and teachers. In this study, I examine whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study’s identification strategy exploits a unique matchedpairs feature of a major longitudinal study, which provides contemporaneous data on student outcomes in two different subjects. Within-student comparisons indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher’s subject.

Date: 2007
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Working Paper: Teachers and the Gender Gaps in Student Achievement (2005)
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