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Gender gaps in different grading systems

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  • Catarina Angelo
  • Ana Balcão Reis

Abstract

This paper analyzes the impact of grading practices on the gender gap in student achievement. We examine the gender difference in the difference between teacher grading and scores on national exams to test whether there are gender differences associated with different grading systems. We use data on 21 subjects across humanities and sciences for students taking exams between the 4th and 12th grades from 2007 to 2018 in Portugal. Our results indicate that a grading system based on exams favors boys, while one based on teacher assessment favors girls.

Suggested Citation

  • Catarina Angelo & Ana Balcão Reis, 2021. "Gender gaps in different grading systems," Education Economics, Taylor & Francis Journals, vol. 29(1), pages 105-119, January.
    • Handle: RePEc:taf:edecon:v:29:y:2021:i:1:p:105-119
    DOI: 10.1080/09645292.2020.1853681
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    References listed on IDEAS

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    1. Hinnerich, Björn Tyrefors & Höglin, Erik & Johannesson, Magnus, 2011. "Are boys discriminated in Swedish high schools?," Economics of Education Review, Elsevier, vol. 30(4), pages 682-690, August.
    2. Christopher Cornwell & David B. Mustard & Jessica Van Parys, 2013. "Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School," Journal of Human Resources, University of Wisconsin Press, vol. 48(1), pages 236-264.
    3. Lavy, Victor, 2008. "Do gender stereotypes reduce girls' or boys' human capital outcomes? Evidence from a natural experiment," Journal of Public Economics, Elsevier, vol. 92(10-11), pages 2083-2105, October.
    4. Erica Lindahl, 2016. "Are teacher assessments biased? -- evidence from Sweden," Education Economics, Taylor & Francis Journals, vol. 24(2), pages 224-238, April.
    5. Claudia Goldin, 2014. "A Grand Gender Convergence: Its Last Chapter," American Economic Review, American Economic Association, vol. 104(4), pages 1091-1119, April.
    6. Falch, Torberg & Naper, Linn Renée, 2013. "Educational evaluation schemes and gender gaps in student achievement," Economics of Education Review, Elsevier, vol. 36(C), pages 12-25.
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    Cited by:

    1. João Pereira dos Santos & José Tavares & José Mesquita, 2021. "Leave them kids alone! National exams as a political tool," Public Choice, Springer, vol. 189(3), pages 405-426, December.
    2. Judith M. Delaney & Paul J. Devereux, 2021. "Gender and Educational Achievement: Stylized Facts and Causal Evidence," Working Papers 202103, School of Economics, University College Dublin.
    3. Tavares, José & Mesquita Gabriel, José & Pereira Dos Santos, Joao, 2020. "Leave them Kids Alone! National Exams as a Political Tool," CEPR Discussion Papers 14374, C.E.P.R. Discussion Papers.
    4. Ferman, Bruno & Fontes, Luiz Felipe, 2022. "Assessing knowledge or classroom behavior? Evidence of teachers’ grading bias," Journal of Public Economics, Elsevier, vol. 216(C).

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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