Test scores, subjective assessment and stereotyping of ethnic minorities

Research output: Contribution to journalArticle (Academic Journal)

41 Citations (Scopus)

Abstract

We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of “quasi-blind” externally marked tests and “nonblind” internal assessment to compare differences in these assessment methods between white and ethnic minority pupils. We find evidence that some ethnic groups are systematically underassessed relative to their white peers, while some are overassessed. We propose a stereotype model in which a teacher’s local experience of an ethnic group affects assessment of current pupils; this is supported by the data.
Original languageEnglish
Pages (from-to)535-576
Number of pages42
JournalJournal of Labor Economics
Volume31
Issue number3
DOIs
Publication statusPublished - Jul 2013

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