Erschienen:
Cambridge, Mass: National Bureau of Economic Research, July 2015
Erschienen in:NBER working paper series ; no. w21407
Umfang:
1 Online-Ressource
Sprache:
Englisch
DOI:
10.3386/w21407
Identifikator:
Reproduktionsnotiz:
Hardcopy version available to institutional subscribers
Entstehung:
Anmerkungen:
Mode of access: World Wide Web
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Beschreibung:
Gender disparities in academic performance may be driven in part by the interaction of teacher and student gender, but systematic sorting of students into classrooms makes it difficult to identify causal effects. We use the random assignment of students to Korean middle school classrooms and show that the female students perform substantially better on standardized tests when assigned to female teachers; there is little effect on male students