The Effect of Teacher Gender on Student Achievement in Primary School: Evidence from a Randomized Experiment

Heather Antecol (), Ozkan Eren and Serkan Ozbeklik
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Heather Antecol: Claremont McKenna College

No 6453, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: This paper attempts to reconcile the contradictory results found in the economics literature and the educational psychology literature with respect to the academic impact of gender dynamics in the classroom. Specifically, using data from a randomized experiment, we look at the effects of having a female teacher on the math test scores of students in primary school. We find that female students who were assigned to a female teacher without a strong math background suffered from lower math test scores at the end of the academic year. This negative effect however not only seems to disappear but it becomes (marginally) positive for female students who were assigned to a female teacher with a strong math background. Finally, we do not find any effect of having a female teacher on male students' test scores (math or reading) or female students' reading test scores. Taken together, our results tentatively suggest that the findings in these two streams of the literature are in fact consistent if one takes into account a teacher's academic background in math.

Keywords: random assignment; teacher gender; student achievement (search for similar items in EconPapers)
JEL-codes: I21 J24 (search for similar items in EconPapers)
Pages: 38 pages
Date: 2012-03
New Economics Papers: this item is included in nep-edu, nep-exp, nep-lab and nep-ure
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Citations: View citations in EconPapers (1)

Published - published in: Journal of Labor Economics, 2015, 33(1), 63-89

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