Assessed by a Teacher Like Me: Race and Teacher Assessments
Assessed by a Teacher Like Me: Race and Teacher Assessments
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由像我这样的老师评估：种族和教师评估
DOI：
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发表时间：
2014
影响因子：
2.1
通讯作者：
Amine Ouazad
中科院分区：
文献类型：
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作者：
Amine Ouazad
教师对同种族学生的评价更好吗？本文使用全国代表性的数据，教师评估学生的能力，可以与考试成绩进行比较，以确定教师是否给予更好的评估，以同种族的学生。该数据集跟踪了从幼儿园到五年级的学生，在此期间，考试成绩的种族差距迅速扩大。教师评估包括多达20个衡量具体技能的项目。使用一个独特的学生和教师内的识别，同时控制特定学科的考试成绩，我发现，教师评估同种族的学生更有利。影响出现在幼儿园，并持续之后。稳健性检查表明：学生的行为不能解释这种效应;在教师对大多数技能的评估中，同种族效应是明显的;“曲线上”的评分应该与较低的评估有关;评估或考试分数中的测量误差对估计值没有显著影响。
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.