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Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities

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  • Simon Burgess
  • Ellen Greaves

Abstract

We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of "quasi-blind" externally marked tests and "nonblind" internal assessment to compare differences in these assessment methods between white and ethnic minority pupils. We find evidence that some ethnic groups are systematically underassessed relative to their white peers, while some are overassessed. We propose a stereotype model in which a teacher's local experience of an ethnic group affects assessment of current pupils; this is supported by the data.

Suggested Citation

  • Simon Burgess & Ellen Greaves, 2013. "Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities," Journal of Labor Economics, University of Chicago Press, vol. 31(3), pages 535-576.
    • Handle: RePEc:ucp:jlabec:doi:10.1086/669340
    DOI: 10.1086/669340
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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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