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Differences in Teachers' Assessments of Students by English Learner Status

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  • Maria Zhu

Abstract

This paper investigates potential disparities in how teachers perceive academic achievement between English Learner (EL) students and their non-EL counterparts. Using data on elementary and middle school students in North Carolina, I compare teachers' academic assessments of EL students to those of non-EL students in the same class with the same standardized-test-based achievement. Results reveal that teachers hold more negative perceptions of achievement for EL students compared to academically comparable non-EL peers. These results emphasize the added difficulties experienced by EL students in academic settings, compounding the challenges they already encounter from language barriers.

Suggested Citation

  • Maria Zhu, 2024. "Differences in Teachers' Assessments of Students by English Learner Status," AEA Papers and Proceedings, American Economic Association, vol. 114, pages 523-527, May.
    • Handle: RePEc:aea:apandp:v:114:y:2024:p:523-27
    DOI: 10.1257/pandp.20241019
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    More about this item

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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