TY - JOUR
T1 - Teachers and the Gender Gap in Reading Achievement
AU - Aucejo, Esteban M.
AU - Fruehwirth, Jane Cooley
AU - Kelly, Sean
AU - Mozenter, Zachary
N1 - Publisher Copyright:
© 2022 The University of Chicago. All rights reserved.
PY - 2022
Y1 - 2022
N2 - Boys persistently lag behind girls in English/language arts. We find that heterogeneity in teachers’ relative boy-specific value added could explain a large proportion of this gap. We exploit multifaceted measures of effective teaching, including popular teacher observation protocols, principal ratings, and student perceptions of teaching practices, to explain this heterogeneity. We find no evidence of heterogeneous effects of these teacher measures by gender. Instead, we show that gender gaps in student evaluations of teaching practices capture meaningful differences in the perceived inputs boys and girls receive from the same teacher, explaining from a third to all of the value-added gender gap.
AB - Boys persistently lag behind girls in English/language arts. We find that heterogeneity in teachers’ relative boy-specific value added could explain a large proportion of this gap. We exploit multifaceted measures of effective teaching, including popular teacher observation protocols, principal ratings, and student perceptions of teaching practices, to explain this heterogeneity. We find no evidence of heterogeneous effects of these teacher measures by gender. Instead, we show that gender gaps in student evaluations of teaching practices capture meaningful differences in the perceived inputs boys and girls receive from the same teacher, explaining from a third to all of the value-added gender gap.
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U2 - 10.1086/719731
DO - 10.1086/719731
M3 - Article
AN - SCOPUS:85132994373
SN - 1932-8575
JO - Journal of Human Capital
JF - Journal of Human Capital
ER -