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Teachers and the Gender Gaps in Student Achievement

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  • Thomas S. Dee

Abstract

A prominent class of explanations for the gender gaps in student outcomes focuses on the interactions between students and teachers. In this study, I examine whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study’s identification strategy exploits a unique matchedpairs feature of a major longitudinal study, which provides contemporaneous data on student outcomes in two different subjects. Within-student comparisons indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher’s subject.

Suggested Citation

  • Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
    • Handle: RePEc:uwp:jhriss:v:42:y:2007:i3:p528-554
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    • I2 - Health, Education, and Welfare - - Education

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