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Teachers and the Gender Gap in Reading Achievement

Author

Listed:
  • Esteban M. Aucejo
  • Jane Cooley Fruehwirth
  • Sean Kelly
  • Zachary Mozenter

Abstract

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.

Suggested Citation

  • Esteban M. Aucejo & Jane Cooley Fruehwirth & Sean Kelly & Zachary Mozenter, 2022. "Teachers and the Gender Gap in Reading Achievement," Journal of Human Capital, University of Chicago Press, vol. 16(3), pages 372-403.
    • Handle: RePEc:ucp:jhucap:doi:10.1086/719731
    DOI: 10.1086/719731
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    Cited by:

    1. Barrios-Fernández, Andrés & Riudavets-Barcons, Marc, 2024. "Teacher value-added and gender gaps in educational outcomes," Economics of Education Review, Elsevier, vol. 100(C).
    2. García-Echalar, Andrés & Poblete, Sebastián & Rau, Tomás, 2024. "Teacher value-added and the test score gender gap," Labour Economics, Elsevier, vol. 89(C).
    3. Marina Bonaccolto-Töpfer & Carolina Castagnetti, 2024. "The COVID-19 pandemic: a threat to higher education? Evidence from a large university in Northern Italy," Journal for Labour Market Research, Springer;Institute for Employment Research/ Institut für Arbeitsmarkt- und Berufsforschung (IAB), vol. 58(1), pages 1-13, December.

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