Assessed by a Teacher Like Me: Race and Teacher Assessments

Autor/in	Ouazad, Amine
Titel	Assessed by a Teacher Like Me: Race and Teacher Assessments
Quelle	In: Education Finance and Policy, 9 (2014) 3, S.334-372 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00136
Schlagwörter	Race; Student Evaluation; Teacher Characteristics; Student Characteristics; Elementary School Students; Scores; Elementary School Teachers; Robustness (Statistics); Longitudinal Studies; Student Behavior; Skills; Academic Achievement; Error of Measurement; Grading; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Widerstandsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Student behaviour; Schülerverhalten; Skill; Fertigkeit; Schulleistung; Messfehler; Notengebung
Abstract	Do teachers assess same-race students more favorably? This paper uses nationally representative data on teacher assessments of student ability that can be compared with test scores to determine whether teachers give better assessments to same-race students. The data set follows students from kindergarten to grade 5, a period during which racial gaps in test scores increase rapidly. Teacher assessments comprise up to twenty items measuring specific skills. Using a unique within-student and within-teacher identification and while controlling for subject-specific test scores, I find that teachers do assess same-race students more favorably. Effects appear in kindergarten and persist thereafter. Robustness checks suggest that: student behavior does not explain this effect; same-race effects are evident in teacher assessments of most of the skills; grading "on the curve" should be associated with lower assessments; and measurement error in assessments or test scores does not significantly affect the estimates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01