Institutional Affiliation: University of Queensland
|Persistency in Teachers’ Grading Bias and Effects on Longer-Term Outcomes: University Admissions Exams and Choice of Field of Study|
with : w26021
Recent research has focused on what shapes gender differences in academic achievement and students’ choice of university field of study. In this paper we examine how teachers’ gender role attitudes and stereotypes influence the gender gap by affecting the school environment. We explore the extent to which teachers’ gender bias in high school influences students’ school attendance and academic performance in high-stakes university admission exams and students’ choice of university field of study. We use data from a large number of high schools in Greece, where the performance in these high-stakes exams determines university admission. We measure teachers’ bias as the difference between a high school student’s school exam score and national exam score. We then define a teacher bias measure a...
|Does Class Size Matter? How, and at What Cost?|
with , , : w25736
Using high quality administrative data on Greece we show that class size has a hump shaped effect on achievement. We do so both nonparametrically and parametrically, while controlling for potential endogeneity and allowing for quantile effects. We then embed our estimates for this relationship in a dynamic structural model with costs of hiring and firing. We argue that the linear specification form used in past work may be why it found mixed results. Our work suggests that while discrete reductions in class size may have mixed effects, discrete increases are likely to have very negative effects while marginal changes in class size would have small negative effects. We find optimal class sizes around 27 in the absence of adjustment costs and achievement maximizing ones around 15, and firi...