Citation
Aucejo, Esteban M.; Fruehwirth, Jane Cooley; Kelly, Sean; & Mozenter, Zachary (2022). Teachers and the Gender Gap in Reading Achievement. Journal of Human Capital, 16(3), 372-403.Abstract
Boys persistently lag behind girls in English/language arts. We find that heterogeneity in teachers’ relative boy-specific value added could explain a large proportion of this gap. We exploit multifaceted measures of effective teaching, including popular teacher observation protocols, principal ratings, and student perceptions of teaching practices, to explain this heterogeneity. We find no evidence of heterogeneous effects of these teacher measures by gender. Instead, we show that gender gaps in student evaluations of teaching practices capture meaningful differences in the perceived inputs boys and girls receive from the same teacher, explaining from a third to all of the value-added gender gap.URL
https://doi.org/10.1086/719731Reference Type
Journal ArticleYear Published
2022Journal Title
Journal of Human CapitalAuthor(s)
Aucejo, Esteban M.Fruehwirth, Jane Cooley
Kelly, Sean
Mozenter, Zachary