| Full text | |
| Author(s): |
Ferman, Bruno
;
Fontes, Luiz Felipe
Total Authors: 2
|
| Document type: | Journal article |
| Source: | JOURNAL OF PUBLIC ECONOMICS; v. 216, p. 14-pg., 2022-11-04. |
| Abstract | |
This paper tests whether teachers unequally evaluate students based on their classroom behavior, rather than their scholastic competence. Evidence is drawn from a unique dataset on students from Brazil, which allows us to contrast teacher-and blindly-assigned scores on achievement tests that are high -stakes and cover the same material. We find that teachers inflate test scores of better-behaved students, and deduct points from worse-behaved ones. We also find that teachers' decision to promote students is influenced by how they behave in class. Our results (i) document a potentially inefficient way of assessing students' knowledge, (ii) explain a large part of grading discrimination against boys, and (iii) reveal a cau-sal effect of noncognitive skills on educational outcomes that is unrelated to student proficiency.(c) 2022 Elsevier B.V. All rights reserved. (AU) | |
| FAPESP's process: | 19/25473-5 - Essays in applied microeconomics |
| Grantee: | Luiz Felipe Fontes |
| Support Opportunities: | Scholarships in Brazil - Doctorate |