RT Journal Article
SR Electronic
T1 Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 236
OP 264
DO 10.3368/jhr.48.1.236
VO 48
IS 1
A1 Cornwell, Christopher
A1 Mustard, David B.
A1 Van Parys, Jessica
YR 2013
UL http://jhr.uwpress.org/content/48/1/236.abstract
AB 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.