Ved at bruge data fra ECLS-K-kohorten fra 1998–99 viser vi, at læreres karakterer ikke stemmer overens med testresultaterne. Drenge får lavere karakterer end piger, selvom de præsterer lige så godt på test i læsning, matematik og naturvidenskab. Når ikke-kognitive færdigheder tages i betragtning, forsvinder denne skævhed.
Titel på undersøgelse:
Non-Cognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School.
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Hele abstrakt på originalsprog:
Using data from the 1998–99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in grade distributions where their test scores would predict. Boys who perform equally as well as girls on reading, math, and science tests are graded less favorably by their teachers, but this less favorable treatment essentially vanishes when noncognitive skills are taken into account. For some specifications there is evidence of a grade “bonus” for boys with test scores and behavior like their girl counterparts.