Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School

Cornwell, Christopher; Mustard, David B.; Parys, Jessica Van

doi:10.3368/jhr.48.1.236

Cited by 48 publications

(51 citation statements)

References 16 publications

(11 reference statements)

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“…The results on grading disparities for gender can be compared to results from the studies by Lavy (2008) and Cornwell et al (2013). If we average the by-subject results in Lavy (2008), the gender gap is −0.10 SD against boys, which is somewhat smaller than what I find.…”

Section: Grading Disparities: Empirical Resultsmentioning

confidence: 59%

“…However, this would be expected as Lavy compares much more similar scores (two sets of exams) than this study. On the other hand, Cornwell et al (2013) finds a gender gap against boys that is somewhat larger: −0.22 SD. All in all, the results document that grading disparities also exist in Denmark.…”

Section: Grading Disparities: Empirical Resultsmentioning

confidence: 88%

“…teacher scores) often differ from (more) objective assessment methods such as exam or test results in ways that are systematically related to gender, ethnicity or even overweight. Most studies explore differences by gender (Cornwell, Mustard, & Van Parys, 2013;Lavy, 2008;Falch & Naper, 2013), although Burgess and Greaves (2013) focus on ethnic minorities and Zavodny (2013) on overweight pupils. Other studies (Gibbons & Chevalier, 2008, Kiss 2013, Lindahl 2007) assess grading disparities along multiple dimensions (gender, migration, prior achievement).…”

Section: Background and Related Literaturementioning

confidence: 98%

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Systematic differences across evaluation schemes and educational choice

Rangvid

2015

Economics of Education Review

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Section: Grading Disparities: Empirical Resultsmentioning

confidence: 59%

Section: Grading Disparities: Empirical Resultsmentioning

confidence: 88%

Section: Background and Related Literaturementioning

confidence: 98%

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Systematic differences across evaluation schemes and educational choice

Rangvid

2015

Economics of Education Review

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“…Another potential contributing factor for the male-female disparity is that teachers may have different expectations for female and male students' reactions to the program, which might also be reflected in the outcomes. For example, Cornwell et al (2013) find that female students benefit from (subjective) teacher grading because it is subject to a gender gap that exceeds the predicted gender differences between male and female students' test scores. Furthermore, as the allocation of the weakest students to the tutoring sessions was decided by the teachers, we cannot exclude a gender bias in favour of female students, for instance, if teachers believed that they would benefit more from the extra learning support than male students.…”

Section: (Iv) Robustness Analysismentioning

confidence: 99%

“…Evidence that women react more strongly to emotions than men (Croson & Gneezy, 2009) also suggests that female students might be more averse to negative feedback on their educational performance and thus exert more effort to avoid negative outcomes. The gender gap may also be widened by different teacher expectations for the educational performance of female relative to male students, not only through subjective grading (Cornwell et al, 2013) but also via the impact on the students' own expectations for their achievement potential (Rosenthal & Jacobson, 1968).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an Incentive Program on Educational Achievement of Indigenous Students

2016

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This article introduces an incentive program that attempts to close the gap in educational attainment between Indigenous and non‐Indigenous Australians, and provides an evaluation of its effectiveness. The program uses in‐kind incentives conditional on achievement of a specific target for academic grades, classroom behaviour and attendance, coupled with information sessions on the importance of educational achievement. In 2012, all indigenous students enrolled in 21 high schools in Queensland were invited to take part in the program. Using a differences‐in‐differences design, we find that the program improved classroom behaviour and academic grades and reduced unexplained absences for female students only. In contrast, the program improved scores on a standardised national assessment test for male students. Moreover, we find that the program is only effective for students from intact families.

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Gender gaps in early educational achievement

Cobb‐Clark

Moschion

2017

J Popul Econ

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Educational achievement is often surprisingly gendered. After all, legislators, policymakers, and educators have worked for more than a generation to encode a principle of equal opportunity in education. Boys and girls generally attend the same schools, sit in classrooms alongside one another, and learn the same lessons. Why then do gender disparities in achievement persist? This question becomes all the more perplexing when one considers that it is not a simple matter of one gender having an overall edge in terms of achievement. This paper decomposes the sources of the gender gap in third grade numeracy and reading using unusually rich panel data from the Longitudinal Study of Australian Children in which information on child development reported by parents and teachers is linked to each child's results on a national, standardized achievement test. We find that girls in families with low and middle socio-economic status have an advantage in reading, while boys in families with high socio-economic status have an advantage in numeracy. Girls score higher on their third grade reading tests in large part because they were more ready for school at age four and had better teacher-assessed literacy skills in kindergarten. Boys' advantage in numeracy occurs because they achieve higher numeracy test scores than girls with the same education-related characteristics.Our results lead us to three important conclusions. First, we find that gaps in educational achievement are linked to children's socio-economic status. Second, the source of the gender gap in achievement differs across domains. For example, girls score higher on their third grade reading tests because they have better endowments of the things associated with higher educational achievement. Third, while we cannot definitely rule out gendered educational practices as a source of the gender gap in children's standardized test scores, this seems unlikely to be the full story, particularly in the case of reading achievement.Our results add to the small body of evidence showing that achievement gaps exist in early primary school, before children have been exposed to long periods of gender-biased schooling. Moreover, girls score higher on their third-grade standardized tests largely because of the skills they already possessed in kindergarten and before entering school. The pattern of achievement gaps across domains and family circumstances is complex, making it unlikely that a single overarching process drives the relationship between gender and educational achievement. We need to do more to identify which mechanisms are more important and in which circumstances. advantage in numeracy occurs because they achieve higher numeracy test scores than girls with the same education-related characteristics. ABOUT THE AUTHORS

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Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School

Cited by 48 publications

References 16 publications

Systematic differences across evaluation schemes and educational choice

Systematic differences across evaluation schemes and educational choice

Evaluation of an Incentive Program on Educational Achievement of Indigenous Students

Gender gaps in early educational achievement

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