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Test scores, subjective assessment and stereotyping of ethnic minorities

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)535-576
Number of pages42
JournalJournal of Labor Economics
Issue number3
DatePublished - Jul 2013


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.



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