Anmerkungen:
Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments July 2015 erstellt
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