Arbeitspapier

Teacher grade predictions for ethnic minority groups: Evidence from England

We explore whether teachers have different predictions for the examination performance of ethnic minority students relative to White British students. We exploit an exogenous change in assessment methods to compare grades based on teacher predictions to grades received through actual blindly marked examinations. Relative to White British students, teachers appear to have higher predictions for ethnic minority students' examination performance in maths and lower predictions for ethnic minority students' examination performance in English. These effects do not disappear when observable differences between groups and cohorts are accounted for, with differential teacher predictions of examination performance across ethnic groups remaining a convincing explanation of the results.

Sprache
Englisch

Erschienen in
Series: ISER Working Paper Series ; No. 2023-3

Klassifikation
Wirtschaft
Analysis of Education
Education and Inequality
Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
Thema
educational evaluation schemes
teacher grading
Covid-19
ethnicity
bias

Ereignis
Geistige Schöpfung
(wer)
Burn, Hester
Fumagalli, Laura
Rabe, Birgitta
Ereignis
Veröffentlichung
(wer)
University of Essex, Institute for Social and Economic Research (ISER)
(wo)
Colchester
(wann)
2023

Handle
Letzte Aktualisierung
10.03.2025, 11:45 MEZ

Datenpartner

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Objekttyp

  • Arbeitspapier

Beteiligte

  • Burn, Hester
  • Fumagalli, Laura
  • Rabe, Birgitta
  • University of Essex, Institute for Social and Economic Research (ISER)

Entstanden

  • 2023

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